ERRORS IN STUDENTS’ WRITING OF PROCEDURE TEXT IN EIGHTH GRADE STUDENTS OF SMP NEGERI 1 JORLANG HATARAN.
ERRORS IN STUDENTS’ WRITING OF PROCEDURE TEXT IN
EIGHTH GRADE STUDENTS OF SMP NEGERI 1
JORLANG HATARAN
A THESIS
Submitted as the Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
MARIANI SIMANJUNTAK
Registration Number: 2122121024
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Simanjuntak, Mariani. 2122121024. Errors in Students’ Writing of
Procedure text in Eighth Grade Students of SMP Negeri 1 Jorlanghataran. A
Thesis. Faculty of Languages and Arts. State University of Medan. 2016.
This study aims at analyzing the errors usage on students’ procedure writing. It
was conducted by using qualitative descriptive. The subject of this research was
eighth (VIII) grade students of SMP Negeri 1 Jorlanghataran. The number of
subjects was taken from two classes. It is VIII-8 and VIII-9 which consist of 60
students. The instrument for collecting data was writing procedure text. The result
of the study showed that there are so many errors found on students’ procedure
writing. The analysis showed that the most common type of errors made by the
students is omission (45,2%). From the data analysis was found that the main
causes of errors is Intralingual transfer (59,6%).
Keywords: error, procedure writing text,eighth grade students.
i
ACKNOWLEDGEMENTS
The deep thankfulness to the Almighty God, Jesus Christ for his amazing
grace, for the blessing, strength, and patience to the researcher so the researcher
can accomplish this thesis as a partial fulfillment of the requirements for the
degree of Sarjana Pendidikan at the English Department of Faculty of Languages
and Arts, State University of Medan (UNIMED). For which the researcher would
like to express her extremely grateful to the following:
-
-
-
-
-
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, States University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, and her First Thesis Advisor, for her valuable advice,patient
and support as long as the process of finishing thesis and Nora Ronita
Dewi, S.S, M.Hum., the Head of English Educational Study Program, and
her Thesis examiners for her kindness, suggestion, support and
information to improve her writing.
Johannes Jefria Gultom, S.Pd., M.Hum. her second Thesis Advisor for
his valuable advice, precious time, guidance, his patient, suggestion and
support as long as the process of finishing thesis.
Isli Iriani Indah Pane, S.Pd., M.Hum. her thesis examiners for her
kindness, knowledge, support and information to improve her writing.
All the lecturers of English Department who have taught and guided her
throughout the academic years.
Eis Sriwahyuningsih, M.Pd and Sir Pantes, the administration staff of
English and Literature Department for giving information in completing
her thesis.
Bahtiar Sidauruk, M.Pd the Headmaster of SMP Negeri 1
Jorlanghataran for allowing her to do the research there.
Nilawati, S.Pd., one of the English teacher of SMP Negeri 1
Jorlanghataran for her support and guidance along the research.
Holdin Simanjuntak and Marlina Hutagalung, her lovely parents for the
support, pray, love, struggle and every other things they have given that
can make the researcher finished her study program. The researcher’s
sincere gratitude also goes to her beloved brother Wenfi Andrian
Simanjuntak and her little sister Lastiar Simanjuntak, for the supports
and noises.
Simanjuntak Family (Kel. Besar Op.Pohan Simanjuntak) for the
support, pray to the researcher to finish this Thesis.
Her lovely Mam, Tjut Ernidawati. M.Pd., for her kindness for two years
living together and help her in material for finishing her study, love you
mam.
ii
-
-
-
-
-
-
Her best friends, Adi Sutrisno, Putri Widya Ningsih,S.Pd, Nurul
Hidayanti,S.Pd, Rizka Fahrina,S.Pd, Dwi Handayani, Tri Utari,S.Pd,
Junianto Manullang, Kak Christin Magdalena Pasaribu, Wilda, Lidya
Fitri, Ronal Panggabean,S.Pd, Tetty Mariny,and Rina Permata,S.S
also her friends in Kost Durung 169 b ( Kak Tia, kak Susi, Ella,Debi,
Tessalonika, Kila, Vivi, Wella, Shelly, Widia, Novita, and Cahya.
Her weird-best friends, Mega Miranda and Fiolina Yuyun
Nababan,S.Pd who have given the laughter and happiness while finishing
this thesis.
Her closed friend, Janwan Putra Situmeang,S.Pd for love, time,
supports both in material and spiritual, laughter and happiness that can
make the the researcher experienced life in other way.
Dianita Putri Pratama, Heripeniopa, S.Pd, Jelita Simbolon,S.Pd,
Grace, Jhon Prikles Marbun,S.Pd, Astrid Patricia Aritonang,S.Pd,
Cheril,S.Pd, Fris Caterina, Tiurmaida Siahaan, and other PPL
friends, for unforgettable experience while being an apprentice teacher in
SMA Negeri 1 Siantar Narumonda.
Rivaldi, Mita, Citra, Juanri and other students in SMP Negeri 1
Jorlanghataran who has given the laughter and happiness while finishing
this thesis.
All Students of English Education and Literature 2012 who regularly
or suddenly had interaction and helped the researcher in finishing all
requirements for achieving Bachelor Degree in English Education
Program.
The last, but no the least, the researcher hopes this thesis will be useful and
give positive impact for those who read it. Especially for the students of State
University of Medan.
Medan,
Agustus 2016
The Researcher
Mariani Simanjuntak
iii
TABLE OF CONTENTS
Page
ABSTRACT ........................................................................................... i
ACKNOWLEDGEMENTS .................................................................. ii
TABLE OF CONTENZ ........................................................................ iv
LIST OF TABLES ................................................................................ vi
LIST OF PICTURES ............................................................................ vii
LIST OF APPENDICES ...................................................................... viii
CHAPTER I INTRODUCTION.......................................................... 1
A.The Background of the Study ........................................ 1
B. The Problems of the Study ........................................... 6
C. The Objectives of the Study ......................................... 6
D. The Scope of the Study ................................................ 7
E. The Significances of the Study ..................................... 7
CHAPTER II REVIEW OF RELATED LITERATURE ................. 9
A. Theoretical Framework ................................................ 9
1. Errors and Mistakes .................................................. 9
2. Types of Errors ......................................................... 12
3. Causes of Errors ....................................................... 14
a. Interlingual Transfer .............................................. 14
b. Intralingual Transfer .............................................. 15
4. The Procedure of Errors ........................................... 16
5. The Advantages of Errors Analysis ......................... 17
6. Writing ..................................................................... 18
7. Genre Based Writing ................................................ 22
8. Types of Text ........................................................... 22
9. Procedure Text ......................................................... 24
B. Relevant Studies ........................................................... 26
iv
C. Conceptual Framework ................................................. 29
CHAPTER III RESEARCH METHODOLOGY .............................. 31
A. The Research Design .................................................... 31
B. Data and the Source of Data ......................................... 32
C. Technique of Data Collection ....................................... 33
D. The Technique of Analyzing Data ................................ 33
CHAPTER IV THE DATA AND DATA ANALYSIS ....................... 36
A. Data .............................................................................. 36
B. Data Analysis ................................................................ 38
C. The Research Findings ................................................. 48
D. Discussion .................................................................... 49
CHAPTER V CONCLUSIONS AND SUGGESTIONS.................... 51
A. Conclusions .................................................................. 51
B. Suggestion .................................................................... 52
REFERENCES ...................................................................................... 53
APPENDIX ............................................................................................ 55
v
LIST OF TABLES
Pages
Table 2.1 Genre of Texts ......................................................................................22
Table 2.2 The Example of Procedure Text ..........................................................26
Table 3.1 Analysis of Errors’ Classification .........................................................35
Table 3.2 Analysis of Errors’ Causes....................................................................35
Table 4.1 Total of Errors in the students’ text .....................................................37
Table 4.2 The Percentage of Data Analysis of the Errors’ Causes ......................45
vi
LIST OF PICTURES
Pages
Picture 2.1 Diagram Causes of Errors....................................................................16
Picture 4.1 Types of Error Percentages..................................................................44
Picture 4.2 The Causes of Errors............................................................................48
vii
LIST OF APPENDIXES
Pages
Appendix A. Writing Test ......................................................................................55
Appendix B. Students’ Work Sheets......................................................................56
Appendix C. Number of students’ Errors .............................................................63
Appendix D. The data of students’ Picture ............................................................65
viii
CHAPTER I
INTRODUCTION
A. Background of the Study
As the international language English is one of the media of interaction
and communication among people from different parts of the world, it is very
important to be learned in order to improve social relation and knowledge. In
Indonesia, English is known as a foreign language, eventhough it generally has
been learned by the students since they were in the basic level of education. It
means that English becomes an obligatory subject and students are supposed to
learn English since the early ages. English generally has been learned by students
since they were in the basic level of education. It means that English becomes an
obligatory subject and students are supposed to learn English since the early ages.
When the students learn English, they focus on mastering four language skills,
they are listening, speaking, reading, and writing. Reading and writing used
written in expression, while speaking and listening are conducted through oral
expression.
Hussain et.al (2013:831) state that writing skill is highly complex and
comparatively tough as compared to other there skills. It requires much
concentration, conscious effort and practice in composing, developing and
finalizing. As Hyland (2002) says that writing is a central to our personal
experience and social identities, and we are often evaluated by our control of it.
In curriculum unit level education (KTSP) and also in prepious curricula
English is one of the subjects in the curriculum unit level education (KTSP),
1
2
which should be learned in formal school. In this curriculum, learning English is
emphasized on four language skills, they are listening, speaking, reading, and
writing. In the learning process, the students are expected to master these four
language skills because these skills are very necessary to build the students’
achievement in English.
In this curriculum, there are many kinds of texts that should be learned by
the students of junior high school in learning the writing skill. In grade eighth of
junior high school the basic competence that should be achieved in learning
writing skill is that the students are expected to be able to express the meaning of
a short functional text and essay in form of narrative text, descriptive text, and
procedure text. Based on the explanation above, procedure text is one of the genre
that must be mastered by the students in learning English.
Writing is one of the forms of communication; people can express their
idea, opinion, experience and information through writing. Brown (2006:218)
states that the ability to write has become an indispensable skill in this global
literate community. It takes part in many parts in our lives such as social,
academic and professional fields.
In this study, researcher uses the procedure text as the writing genre.
Procedure has the purpose to tell someone what to do or how to do something
(Pardiyono, 2007). Researcher is interested to choose procedure text because the
students in junior high school are known about it, but the problem is they didn’t
know to write scientific text by using procedure patterns.
3
Writing a procedure text is also a process. In order to process a good
writing there is a series of process that should be followed. Therefore, in a
process, there must be some errors completed by the students. These errors may
be in the form of composition skill and grammatical skill.
Errors are normal, necessary and needed in the process of learning. A
learner should make errors first to find out how they can improve their writing
skills to turn it to a better acquired. In English, there is a proverb: ‘practice makes
perfect’. The more a learner practices his writing, the more understanding he gets.
Learners’ processes of learning involve the making of errors and mistakes. For
instance, they are more likely found to make a sentence. As the researcher’
observation of eighth grade students at SMP Negeri 1 Jorlanghataran on
September 2015 during the program practice learning teaching (PPLT), the
researcher found some errors in students’ writing such as:
*firsly, throw the oil into the frying pan.
The word “firsly in the text is included to omission errors,we can see
from the sentence that he made an error in the use of ‘firsly’ which should be
replaced by “firstly”, but most of the students write it with firsly, it means that the
student omitted one letter from the word.
*Special fried rice reedy to served.
The word “reedy in the text is included to wrong selection errors, we can
see from the sentence that the student made an error in the use of ‘reedy’ which
should be replaced by “ready”, but the students write it with reedy, it means that
the student write a wrong item in the word. Those errors can be caused by the
4
students’ negligent using good structure or they may write the sentences carelessly
because they are in a rush. This should be one of our interest, because teachers can
not let it is happened gain in the future. We have to know that by making errors in
their practice of learning, they will later find out what errors they have made and
are expected to improve the errors itself.
Research about Error Analysis (EA) itself is actually quite popular in the
education field, particularly in countries where English is as the second or foreign
language. In other words, as Corder (1988 in Heydari, 2012) defined, EA is a
procedure used by both researchers and teachers which involves collecting
samples of learner language, identifying the errors in the sample, describing these
errors, classifying them according to their nature and causes, and evaluating their
seriousness.
As stated by Crystal, (2008:173) says that ‘ errors are assumed to reflect,
in a systematic way, the level of competence achieved by a learner; they are
contrasted with “mistakes”, which are performance limitations that a learner
would be able to correct’.
Hourani (2008) choosed EA particularly in the analysis of common
grammatical errors found in 3rd secondary male students’ writings in Dubai as his
dissertation. He conducted a research of EA that analyzed the applied error made
by tenth grade students in Jordan. So, in Indonesia, there are still not many
researchers that conduct the research of Error Analysis, when actually it is a
useful research to see the development of the students in learning English.
5
The basic task of error analysis is to describe how learning occurs by
examining the learner’s output and this includes his/her correct and incorrect
utterances. Corder (1988:35) indicates that errors are significant in three different
ways. First to the teachers, in that they tell them how far towards the goal the
learners have advanced and consequently, what remains for them to learn. Second,
they provide to the researchers evidence of how language is learnt or acquired,
what strategies or procedures the learners are employing in their discovery of the
language. Third, they are indispensable to the learners themselves, because we can
regard the making of errors as a device the learners use in order to learn.
Valero et.al (2008:24) argue that errors must be corrected more carefully
in written language because if they are left uncorrected that become fossilized.
The fact which has shown before and this observation lead the researcher
to the further research of errors in students’ writing of procedure text, so that from
the errors analyzed, teachers can find ways to improve it in the future. The
researcher assumes this research useful in showing what kind of errors appear in
students’ writing and the factors of errors in students’ writing of procedure text.
There are several studies related to errors which are useful as their
existences as data for supporting the researcher’s study. Thesis is related not to
have same form but those can give contribution in explaining about errors which
are often occured in students’ writing. Those former study can give more
information and knowledge about the errors in writing procedure text through
their findings.
6
The advantages of error analysis for the students are to show the students
in what aspect which is difficult for them to understand, to show the types of
errors are made by the students, to know the source or the causes of errors so that
the students can learn from their mistakes in order they will not make some errors
repeatedly.
For the teachers it is required to evaluate themselves whether they are
successful or not in teaching English. So based on the problem the researcher
found on students’ errors in writing procedure text, the researcher is interested to
analyze the types of errors in students’ writing of procedure text that supported
by relevant theories. This research was different from those related studies which
can be seen from the source of data itself.
B. The Problems of the Study
The problems discussed in this study are as follows:
1. What types of errors are made by eighth grade students of SMP Negeri 1
Jorlanghataran in writing procedure text?
2. Why do the students make those errors (omission, addition, wrong selection,
and ordering) in their writing of procedure text?
C. The Objectives of The Study
In line with this problem, the objective of the study are:
1. to find out the types of errors in writing of procedure text made by the eighth
grade students of SMP Negeri 1 Jorlanghataran.
7
2. to discover the reason, why the students make those errors (omission, addition,
wrong selection, and ordering) in writing procedure text made by the eighth
grade students of SMP Negeri 1 Jorlanghataran.
D. The Scope of the Study
The study deals with the errors analysis. This research is focused on errors
found in students’ writing especially in writing procedure text. Corder (1988:217;
in Wedari, 2013:54 states that there are some types of errors in writing (Omission,
addition, wrong selection and ordering). The scope of this study are the types of
errors and the causes of errors in writing procedure text by eighth grade students
of SMP Negeri 1 Jorlanghataran.
E. The Significances of the Study
The results of this study are expected not only to be the merely data
aggregation but something more advantanges theoritically and practically. It can
be described as follows:
Theoritically, the result of this study can be a reference for those who are
interested in error analysis of text.
Practically, the writer expects this study will be useful for:
1. The students; hopefully this study can help them in realizing errors
in writing procedure text and increase their awareness about errors in
their text to avoid other errors in the future.
8
2. The teacher; this study is aimed to help teachers to find advantegous
information based on the contents and findings of this study, which
is related to the errors in writing procedure text mostly made by the
students and the solution for the problem.
3. To the researcher; this study is intended to be one of their resources
to find out and analyze the errors in another text, and give additional
information for the next related study.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the study’s results that has been
discussed in previous chapter and also suggestions for English teacher, students
and other researchers.
A. CONCLUSIONS
Based on the data analysis it was found that the students made many errors
in their procedure writing. The total types of errors and the causes of errors
showed that most of the students made errors in their writing.
Omission is the mostly common error on students’ procedure text with the
total is 100 (45,2%). It caused Students did not how to write the word in English,
they always omitted the letter when they wrote the text, they just apply what they
have known and learned without checked in dictionary carefully,and the
Intralingual and interlingual transfers contributed in causing errors occured.
Intralingual transfer (59,6%) dominantly caused the error occured because
students’ lack of ability in forming a good structured of sentence by using English
and the limited knowledge of students in applying what they have learned. The
transfer of native language or Indonesian language (interlingual) also took part in
causing errors occured (40,4%) because students’ overgeneralization in writing by
using English as they write in Indonesian language.
51
52
B. SUGGESTIONS
After the researcher carried out the research, she would like to give
suggestion related to the result of this research. Hopefully it can be applied easily
in teaching and learning activity and decrease the errors.
1) The teachers should keep teaching and explaining more to the students
how to write the word in English especially on writing procedure text
because we know that the ability of the students in writing are still low, to
write the word in English has many role is not same with Bahasa.
2) Writing is a skill which needs process and practice. Therefore, the students
should practice writing not only in the simplest one such as writing daily
activity but also in scientific writing such as procedure text, because
procedure text is one of the genre that must be mastered for the students in
Junior High School. Then, they must learn more about applying how to
write word in english on their writing.
3) This research is not too complete yet and needs additional explanation. It
still need elaboration from other researchers who are interested on
studying errors in writing text because writing is one of the component in
Language, so it is very important to know the types of errors were occured
in writing. But of course in the different genre of writing and source of the
data.
REFERENCES
Al-Sa’idat, Emad M. 2012. Acquisition of the Inflectional Morphology of English
as A Foreign Language: An Error Analysis Approach. The Buckingham
Journal of Language and Linguistic, V (5) pp 19-37
Ary, D., Jacobs, L.C.,& Razavieh, A. 2002. Introduction to Research in
Education. Australia: Wadsworth Thomson Learning
Bambang, Abdul (2007). Errors in students writing Procedure text. Journal Ilmu
Pendidikan. Lembaga Pendidikan Tenaga Kependidikan and Ikatan Sarjana
Pendidikan Indonesia. Volume 13, No.3
Brown, H. Douglas. 2000. Teaching by An Interactive Approach to Language
Pedadogy. Second Edition. California: Pearson Education.
Coulmays, Florian. 2005. Writing Systems: An Introduction to their Linguistic
Analysis. Cambridge: Cambridge University Press
Coulmays, Florian. 2005.An Introduction to their Linguistic Analysis. Cambridge:
Cambridge University Press
Corder, S.P. 1988.Error analysis and Interlanguage.Great Britain: Oxford
University Press Walton Street.
Crystal, David. 2008. A Dictionary of Lingusitics and Phonetics. Colorado:
Westview Press
Dulay, H. 2005.Language Two. Oxford: Oxford University Press
Erdogan, V. 2005. Contribution of Error Analysis TO Foreign Language
Teaching: Mersin University Journal of the Faculty of Education, I(2) 261270
Fang, Xie., Xue-mai, Jiang. 2007. Error Analysis and the EFL Classroom
Teaching. A journal Article. China: University of Chili.
Fraenkel&Wallen. 2009.How to Design and Evaluate Research in Education.
New York: The McGraw-Hill Companies
Gass, S.M. & Selinker. 2008. Second Language Acquisition: An Introductory
Course. New Jersey: Lawrence Erlbaum Associates
Hendriwanto and Sugeng, B. 2013. An Analysis of The Grammatical Errors in
The Procedure Writing of The First Grade Students. A journal Article.
Yogyakarta: State University of Yogyakarta.
53
Hourani, Y.T. 2008. An Analysis of the Common Grammar Errors in the English
Writing made by 3rd Secondary Male Students in the Eastern Coast of the
UAE. Dubai
Hyland, K. 2002. Teaching and Researching Writing : Applied Linguistics in
Action Series. Pearson Education: Longman
Katamba, F. 2005. English Words. Oxford: Taylor & Francis e-Library
Khansir, A.A. 2012. Error Analysis and Second Language Acquisition: Journal
Of Theory And Practice In Language Studies. II(5) 1027-1032
Knapp,P., and Watkins, M. 2005. Genre, Text , Grammar : Technologies for
Teaching and Assesing Writing. Australia: University of New South Wales
Press Ltd
Nasution, S.I.T. 2015. Error Analysis of Affixation on Eleventh Grade Students in
Writing Procedure Text. Unpublished Thesis. Medan: State University of
Medan
Palaguna, Indriawan. 2013. The Error Analysis of Students’ in Writing Procedure
Text at The Second Grade of SMP Negeri 1 Palimanan. A journal
Article.Cirebon: Swadaya Gunung Djati University
Pardiyono, 2007.PastiBisa: Teaching Genre- Based Writing. Yogyakarta: C.V
Andi.
Pilar, M. and Llach, A. 2011. Lexical Errors and Accuracy in Foreign Language
Writing. Bristol: Multilingual Matters
Rahayu, lentare. 2012.Error Analysis in writing Procedure text Produced by
Writing I Student of the English Department of Petra Christian University.
A journal Article.An Error Analysis Approach. The Buckingham Journal of
Language and Linguistic, V (5) pp 19-37
Richards, J.C.1973. Error Analysis. London: Longman
Sinaga, Hanna. 2013. Graduate Students’ Syntactical Errors in Writing
Thesis.Unpublished Thesis. Medan: State University of Medan
Valero,A.L.et.al. 2008. Teachers Attitudes Toward Correcting Students’ Erros and
Mistakes: Teacher Research Journal of the Muria University, pp.21-30
Verawati. 2002. Error Analysis of the Inflection Morphemes Produced by
Speaking I Student of the English Department of Petra Christian University.
Medan: State University of Medan
54
EIGHTH GRADE STUDENTS OF SMP NEGERI 1
JORLANG HATARAN
A THESIS
Submitted as the Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
MARIANI SIMANJUNTAK
Registration Number: 2122121024
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Simanjuntak, Mariani. 2122121024. Errors in Students’ Writing of
Procedure text in Eighth Grade Students of SMP Negeri 1 Jorlanghataran. A
Thesis. Faculty of Languages and Arts. State University of Medan. 2016.
This study aims at analyzing the errors usage on students’ procedure writing. It
was conducted by using qualitative descriptive. The subject of this research was
eighth (VIII) grade students of SMP Negeri 1 Jorlanghataran. The number of
subjects was taken from two classes. It is VIII-8 and VIII-9 which consist of 60
students. The instrument for collecting data was writing procedure text. The result
of the study showed that there are so many errors found on students’ procedure
writing. The analysis showed that the most common type of errors made by the
students is omission (45,2%). From the data analysis was found that the main
causes of errors is Intralingual transfer (59,6%).
Keywords: error, procedure writing text,eighth grade students.
i
ACKNOWLEDGEMENTS
The deep thankfulness to the Almighty God, Jesus Christ for his amazing
grace, for the blessing, strength, and patience to the researcher so the researcher
can accomplish this thesis as a partial fulfillment of the requirements for the
degree of Sarjana Pendidikan at the English Department of Faculty of Languages
and Arts, State University of Medan (UNIMED). For which the researcher would
like to express her extremely grateful to the following:
-
-
-
-
-
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, States University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, and her First Thesis Advisor, for her valuable advice,patient
and support as long as the process of finishing thesis and Nora Ronita
Dewi, S.S, M.Hum., the Head of English Educational Study Program, and
her Thesis examiners for her kindness, suggestion, support and
information to improve her writing.
Johannes Jefria Gultom, S.Pd., M.Hum. her second Thesis Advisor for
his valuable advice, precious time, guidance, his patient, suggestion and
support as long as the process of finishing thesis.
Isli Iriani Indah Pane, S.Pd., M.Hum. her thesis examiners for her
kindness, knowledge, support and information to improve her writing.
All the lecturers of English Department who have taught and guided her
throughout the academic years.
Eis Sriwahyuningsih, M.Pd and Sir Pantes, the administration staff of
English and Literature Department for giving information in completing
her thesis.
Bahtiar Sidauruk, M.Pd the Headmaster of SMP Negeri 1
Jorlanghataran for allowing her to do the research there.
Nilawati, S.Pd., one of the English teacher of SMP Negeri 1
Jorlanghataran for her support and guidance along the research.
Holdin Simanjuntak and Marlina Hutagalung, her lovely parents for the
support, pray, love, struggle and every other things they have given that
can make the researcher finished her study program. The researcher’s
sincere gratitude also goes to her beloved brother Wenfi Andrian
Simanjuntak and her little sister Lastiar Simanjuntak, for the supports
and noises.
Simanjuntak Family (Kel. Besar Op.Pohan Simanjuntak) for the
support, pray to the researcher to finish this Thesis.
Her lovely Mam, Tjut Ernidawati. M.Pd., for her kindness for two years
living together and help her in material for finishing her study, love you
mam.
ii
-
-
-
-
-
-
Her best friends, Adi Sutrisno, Putri Widya Ningsih,S.Pd, Nurul
Hidayanti,S.Pd, Rizka Fahrina,S.Pd, Dwi Handayani, Tri Utari,S.Pd,
Junianto Manullang, Kak Christin Magdalena Pasaribu, Wilda, Lidya
Fitri, Ronal Panggabean,S.Pd, Tetty Mariny,and Rina Permata,S.S
also her friends in Kost Durung 169 b ( Kak Tia, kak Susi, Ella,Debi,
Tessalonika, Kila, Vivi, Wella, Shelly, Widia, Novita, and Cahya.
Her weird-best friends, Mega Miranda and Fiolina Yuyun
Nababan,S.Pd who have given the laughter and happiness while finishing
this thesis.
Her closed friend, Janwan Putra Situmeang,S.Pd for love, time,
supports both in material and spiritual, laughter and happiness that can
make the the researcher experienced life in other way.
Dianita Putri Pratama, Heripeniopa, S.Pd, Jelita Simbolon,S.Pd,
Grace, Jhon Prikles Marbun,S.Pd, Astrid Patricia Aritonang,S.Pd,
Cheril,S.Pd, Fris Caterina, Tiurmaida Siahaan, and other PPL
friends, for unforgettable experience while being an apprentice teacher in
SMA Negeri 1 Siantar Narumonda.
Rivaldi, Mita, Citra, Juanri and other students in SMP Negeri 1
Jorlanghataran who has given the laughter and happiness while finishing
this thesis.
All Students of English Education and Literature 2012 who regularly
or suddenly had interaction and helped the researcher in finishing all
requirements for achieving Bachelor Degree in English Education
Program.
The last, but no the least, the researcher hopes this thesis will be useful and
give positive impact for those who read it. Especially for the students of State
University of Medan.
Medan,
Agustus 2016
The Researcher
Mariani Simanjuntak
iii
TABLE OF CONTENTS
Page
ABSTRACT ........................................................................................... i
ACKNOWLEDGEMENTS .................................................................. ii
TABLE OF CONTENZ ........................................................................ iv
LIST OF TABLES ................................................................................ vi
LIST OF PICTURES ............................................................................ vii
LIST OF APPENDICES ...................................................................... viii
CHAPTER I INTRODUCTION.......................................................... 1
A.The Background of the Study ........................................ 1
B. The Problems of the Study ........................................... 6
C. The Objectives of the Study ......................................... 6
D. The Scope of the Study ................................................ 7
E. The Significances of the Study ..................................... 7
CHAPTER II REVIEW OF RELATED LITERATURE ................. 9
A. Theoretical Framework ................................................ 9
1. Errors and Mistakes .................................................. 9
2. Types of Errors ......................................................... 12
3. Causes of Errors ....................................................... 14
a. Interlingual Transfer .............................................. 14
b. Intralingual Transfer .............................................. 15
4. The Procedure of Errors ........................................... 16
5. The Advantages of Errors Analysis ......................... 17
6. Writing ..................................................................... 18
7. Genre Based Writing ................................................ 22
8. Types of Text ........................................................... 22
9. Procedure Text ......................................................... 24
B. Relevant Studies ........................................................... 26
iv
C. Conceptual Framework ................................................. 29
CHAPTER III RESEARCH METHODOLOGY .............................. 31
A. The Research Design .................................................... 31
B. Data and the Source of Data ......................................... 32
C. Technique of Data Collection ....................................... 33
D. The Technique of Analyzing Data ................................ 33
CHAPTER IV THE DATA AND DATA ANALYSIS ....................... 36
A. Data .............................................................................. 36
B. Data Analysis ................................................................ 38
C. The Research Findings ................................................. 48
D. Discussion .................................................................... 49
CHAPTER V CONCLUSIONS AND SUGGESTIONS.................... 51
A. Conclusions .................................................................. 51
B. Suggestion .................................................................... 52
REFERENCES ...................................................................................... 53
APPENDIX ............................................................................................ 55
v
LIST OF TABLES
Pages
Table 2.1 Genre of Texts ......................................................................................22
Table 2.2 The Example of Procedure Text ..........................................................26
Table 3.1 Analysis of Errors’ Classification .........................................................35
Table 3.2 Analysis of Errors’ Causes....................................................................35
Table 4.1 Total of Errors in the students’ text .....................................................37
Table 4.2 The Percentage of Data Analysis of the Errors’ Causes ......................45
vi
LIST OF PICTURES
Pages
Picture 2.1 Diagram Causes of Errors....................................................................16
Picture 4.1 Types of Error Percentages..................................................................44
Picture 4.2 The Causes of Errors............................................................................48
vii
LIST OF APPENDIXES
Pages
Appendix A. Writing Test ......................................................................................55
Appendix B. Students’ Work Sheets......................................................................56
Appendix C. Number of students’ Errors .............................................................63
Appendix D. The data of students’ Picture ............................................................65
viii
CHAPTER I
INTRODUCTION
A. Background of the Study
As the international language English is one of the media of interaction
and communication among people from different parts of the world, it is very
important to be learned in order to improve social relation and knowledge. In
Indonesia, English is known as a foreign language, eventhough it generally has
been learned by the students since they were in the basic level of education. It
means that English becomes an obligatory subject and students are supposed to
learn English since the early ages. English generally has been learned by students
since they were in the basic level of education. It means that English becomes an
obligatory subject and students are supposed to learn English since the early ages.
When the students learn English, they focus on mastering four language skills,
they are listening, speaking, reading, and writing. Reading and writing used
written in expression, while speaking and listening are conducted through oral
expression.
Hussain et.al (2013:831) state that writing skill is highly complex and
comparatively tough as compared to other there skills. It requires much
concentration, conscious effort and practice in composing, developing and
finalizing. As Hyland (2002) says that writing is a central to our personal
experience and social identities, and we are often evaluated by our control of it.
In curriculum unit level education (KTSP) and also in prepious curricula
English is one of the subjects in the curriculum unit level education (KTSP),
1
2
which should be learned in formal school. In this curriculum, learning English is
emphasized on four language skills, they are listening, speaking, reading, and
writing. In the learning process, the students are expected to master these four
language skills because these skills are very necessary to build the students’
achievement in English.
In this curriculum, there are many kinds of texts that should be learned by
the students of junior high school in learning the writing skill. In grade eighth of
junior high school the basic competence that should be achieved in learning
writing skill is that the students are expected to be able to express the meaning of
a short functional text and essay in form of narrative text, descriptive text, and
procedure text. Based on the explanation above, procedure text is one of the genre
that must be mastered by the students in learning English.
Writing is one of the forms of communication; people can express their
idea, opinion, experience and information through writing. Brown (2006:218)
states that the ability to write has become an indispensable skill in this global
literate community. It takes part in many parts in our lives such as social,
academic and professional fields.
In this study, researcher uses the procedure text as the writing genre.
Procedure has the purpose to tell someone what to do or how to do something
(Pardiyono, 2007). Researcher is interested to choose procedure text because the
students in junior high school are known about it, but the problem is they didn’t
know to write scientific text by using procedure patterns.
3
Writing a procedure text is also a process. In order to process a good
writing there is a series of process that should be followed. Therefore, in a
process, there must be some errors completed by the students. These errors may
be in the form of composition skill and grammatical skill.
Errors are normal, necessary and needed in the process of learning. A
learner should make errors first to find out how they can improve their writing
skills to turn it to a better acquired. In English, there is a proverb: ‘practice makes
perfect’. The more a learner practices his writing, the more understanding he gets.
Learners’ processes of learning involve the making of errors and mistakes. For
instance, they are more likely found to make a sentence. As the researcher’
observation of eighth grade students at SMP Negeri 1 Jorlanghataran on
September 2015 during the program practice learning teaching (PPLT), the
researcher found some errors in students’ writing such as:
*firsly, throw the oil into the frying pan.
The word “firsly in the text is included to omission errors,we can see
from the sentence that he made an error in the use of ‘firsly’ which should be
replaced by “firstly”, but most of the students write it with firsly, it means that the
student omitted one letter from the word.
*Special fried rice reedy to served.
The word “reedy in the text is included to wrong selection errors, we can
see from the sentence that the student made an error in the use of ‘reedy’ which
should be replaced by “ready”, but the students write it with reedy, it means that
the student write a wrong item in the word. Those errors can be caused by the
4
students’ negligent using good structure or they may write the sentences carelessly
because they are in a rush. This should be one of our interest, because teachers can
not let it is happened gain in the future. We have to know that by making errors in
their practice of learning, they will later find out what errors they have made and
are expected to improve the errors itself.
Research about Error Analysis (EA) itself is actually quite popular in the
education field, particularly in countries where English is as the second or foreign
language. In other words, as Corder (1988 in Heydari, 2012) defined, EA is a
procedure used by both researchers and teachers which involves collecting
samples of learner language, identifying the errors in the sample, describing these
errors, classifying them according to their nature and causes, and evaluating their
seriousness.
As stated by Crystal, (2008:173) says that ‘ errors are assumed to reflect,
in a systematic way, the level of competence achieved by a learner; they are
contrasted with “mistakes”, which are performance limitations that a learner
would be able to correct’.
Hourani (2008) choosed EA particularly in the analysis of common
grammatical errors found in 3rd secondary male students’ writings in Dubai as his
dissertation. He conducted a research of EA that analyzed the applied error made
by tenth grade students in Jordan. So, in Indonesia, there are still not many
researchers that conduct the research of Error Analysis, when actually it is a
useful research to see the development of the students in learning English.
5
The basic task of error analysis is to describe how learning occurs by
examining the learner’s output and this includes his/her correct and incorrect
utterances. Corder (1988:35) indicates that errors are significant in three different
ways. First to the teachers, in that they tell them how far towards the goal the
learners have advanced and consequently, what remains for them to learn. Second,
they provide to the researchers evidence of how language is learnt or acquired,
what strategies or procedures the learners are employing in their discovery of the
language. Third, they are indispensable to the learners themselves, because we can
regard the making of errors as a device the learners use in order to learn.
Valero et.al (2008:24) argue that errors must be corrected more carefully
in written language because if they are left uncorrected that become fossilized.
The fact which has shown before and this observation lead the researcher
to the further research of errors in students’ writing of procedure text, so that from
the errors analyzed, teachers can find ways to improve it in the future. The
researcher assumes this research useful in showing what kind of errors appear in
students’ writing and the factors of errors in students’ writing of procedure text.
There are several studies related to errors which are useful as their
existences as data for supporting the researcher’s study. Thesis is related not to
have same form but those can give contribution in explaining about errors which
are often occured in students’ writing. Those former study can give more
information and knowledge about the errors in writing procedure text through
their findings.
6
The advantages of error analysis for the students are to show the students
in what aspect which is difficult for them to understand, to show the types of
errors are made by the students, to know the source or the causes of errors so that
the students can learn from their mistakes in order they will not make some errors
repeatedly.
For the teachers it is required to evaluate themselves whether they are
successful or not in teaching English. So based on the problem the researcher
found on students’ errors in writing procedure text, the researcher is interested to
analyze the types of errors in students’ writing of procedure text that supported
by relevant theories. This research was different from those related studies which
can be seen from the source of data itself.
B. The Problems of the Study
The problems discussed in this study are as follows:
1. What types of errors are made by eighth grade students of SMP Negeri 1
Jorlanghataran in writing procedure text?
2. Why do the students make those errors (omission, addition, wrong selection,
and ordering) in their writing of procedure text?
C. The Objectives of The Study
In line with this problem, the objective of the study are:
1. to find out the types of errors in writing of procedure text made by the eighth
grade students of SMP Negeri 1 Jorlanghataran.
7
2. to discover the reason, why the students make those errors (omission, addition,
wrong selection, and ordering) in writing procedure text made by the eighth
grade students of SMP Negeri 1 Jorlanghataran.
D. The Scope of the Study
The study deals with the errors analysis. This research is focused on errors
found in students’ writing especially in writing procedure text. Corder (1988:217;
in Wedari, 2013:54 states that there are some types of errors in writing (Omission,
addition, wrong selection and ordering). The scope of this study are the types of
errors and the causes of errors in writing procedure text by eighth grade students
of SMP Negeri 1 Jorlanghataran.
E. The Significances of the Study
The results of this study are expected not only to be the merely data
aggregation but something more advantanges theoritically and practically. It can
be described as follows:
Theoritically, the result of this study can be a reference for those who are
interested in error analysis of text.
Practically, the writer expects this study will be useful for:
1. The students; hopefully this study can help them in realizing errors
in writing procedure text and increase their awareness about errors in
their text to avoid other errors in the future.
8
2. The teacher; this study is aimed to help teachers to find advantegous
information based on the contents and findings of this study, which
is related to the errors in writing procedure text mostly made by the
students and the solution for the problem.
3. To the researcher; this study is intended to be one of their resources
to find out and analyze the errors in another text, and give additional
information for the next related study.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the study’s results that has been
discussed in previous chapter and also suggestions for English teacher, students
and other researchers.
A. CONCLUSIONS
Based on the data analysis it was found that the students made many errors
in their procedure writing. The total types of errors and the causes of errors
showed that most of the students made errors in their writing.
Omission is the mostly common error on students’ procedure text with the
total is 100 (45,2%). It caused Students did not how to write the word in English,
they always omitted the letter when they wrote the text, they just apply what they
have known and learned without checked in dictionary carefully,and the
Intralingual and interlingual transfers contributed in causing errors occured.
Intralingual transfer (59,6%) dominantly caused the error occured because
students’ lack of ability in forming a good structured of sentence by using English
and the limited knowledge of students in applying what they have learned. The
transfer of native language or Indonesian language (interlingual) also took part in
causing errors occured (40,4%) because students’ overgeneralization in writing by
using English as they write in Indonesian language.
51
52
B. SUGGESTIONS
After the researcher carried out the research, she would like to give
suggestion related to the result of this research. Hopefully it can be applied easily
in teaching and learning activity and decrease the errors.
1) The teachers should keep teaching and explaining more to the students
how to write the word in English especially on writing procedure text
because we know that the ability of the students in writing are still low, to
write the word in English has many role is not same with Bahasa.
2) Writing is a skill which needs process and practice. Therefore, the students
should practice writing not only in the simplest one such as writing daily
activity but also in scientific writing such as procedure text, because
procedure text is one of the genre that must be mastered for the students in
Junior High School. Then, they must learn more about applying how to
write word in english on their writing.
3) This research is not too complete yet and needs additional explanation. It
still need elaboration from other researchers who are interested on
studying errors in writing text because writing is one of the component in
Language, so it is very important to know the types of errors were occured
in writing. But of course in the different genre of writing and source of the
data.
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