29 p. 154, and li
nguistic operation based on „Let the Errors Determine the Categories‟ approach by Norrish 1983, p. 83 as Corder has suggested 1981, p.
36. In the step of description of errors, the researcher coded each error into superficial and linguistic level as the table form provided Appendix E. Then, the
researcher described the errors separately based on Surface Structure Taxonomy as superficial level. Furthermore, description of linguistic level was integrated into
those categories of superficial level in order to get an adequate description of errors.
Errors were also calculated and analysed based on source of errors in an attempt to reach the explanation of errors. The researcher distinguished whether it
was error or mistake and analysed how the errors occurred. After that, the researcher explained the number of occurrence of interlingual and intralingual
with integrating linguistic level. Lastly, as a reflective teacher, the researcher analysed the implication for
teaching as well. To reach the implication, the researcher followed the step of error evaluation. The researcher chose the criterion on which the error categories
would be judged, and then analysed them to draw out the implication of the errors for teaching.
30
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter explores the data in order to answer two research problems: 1 the surface structure
errors in students‟ short stories and 2 the implications the errors for teaching, so it is divided into two sections for each research
problem. The first section is presented in the form of data presentation and discussion of the results. In the first discussion it is also divided into two parts,
description of errors and explanation of errors as the following steps in Error Analysis. Next, the result and discussion of the second research question are
integrated.
A. The Surface Structure Errors in Students’ Short Stories
This section presents the data and the discussion on the types of errors in students‟ short stories as a whole. The data presentation is described in frequency
and percentage of each errors category at superficial level based on Surface Strategy Ta
xonomy, linguistic level based on „let the errors determine the categories‟ approach and source level. Those two levels are on purpose to
describe the errors. Otherwise, source level is on purpose to explain the errors.
1. Data Presentation
After gathering the students‟ short stories as the sample data, the
researcher decided to count out some documents because only some of them had been finished as writing products. Only seven writing products were chosen to
31 analyse. In the selected writing products, the researcher found 457 errors. Each
sample data also had its reconstruction which had been produced. Then the researcher consulted an English native speaker on the reconstructions.
The English native speaker involved in this research is an American who has been working as a lecturer in Indonesia about 3 years. He has expertise in
proofreading and editing. He studied at Ohio University for an M.Ed. Concerning his language, his first language is American English but his second language is
Bahasa Indonesia. He can speak Indonesia a bit. The occurrence of the errors is divided into four categories of superficial
level based on Surface Strategy Taxonomy, 25 categories of linguistic level based on „Let the Errors Determine the Categories‟ approach and two categories of
source level. Moreover, the superficial, linguistic and source level were presented on table 4.1. In order to ease describing the errors in the discussion section, only
top 10 categories of linguistic level for the highest number of occurrence were presented and discussed. Those top categories of linguistic level showed the
urgency what teacher should ponder on. The rest were provided in Appendix G. The table 4.1 shows the frequency and the percentage of each category at
each level. Table 4.1 The Types of Errors in Students‟ Short Stories
No. Categories of Error
Frequency Percentage
I. Error at Superficial Level Based on Surface Strategy Taxonomy
1. Omission
154 34
2. Addition
103 22
3. Misformation
178 39
4. Misordering
22 5
Total 457
100 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
2. Discussion
In an attempt to answer the first research question: the surface structure errors in students‟ short stories, the researcher presented the data in frequency and
percentage of their occurrence. The data presentation shown explained that there were four categories at superficial level based on Surface Strategy Taxonomy
which were also divided into several subcategories. Omission was subdivided into two classes; content morpheme and grammatical morpheme. Addition was
subdivided into three classes; double marking, regularization, simple addition. Misformation was subdivided into four classes; overregularization error,
regularization error in the comprehension of grammar, archi-form, and alternating form. Misordering stands alone. In addition, top ten categories of linguistic level
Table 4.1 continued II.
Error at Linguistic Level No.
Categories of Error Frequency
Percentage
1. Article
95 21
2. Verb inflection
51 11
3. Diction
40 9
4. Tense
31 7
5. Copula
29 6
6. Conjunction
25 5
7. Phrasal verb
23 5
8. Pronoun
21 5
9. Adverbial
19 4
10. Preposition
16 4
Total 350
77 III.
Error at Source Level 1.
Interlingual errors 88
19 2.
Intralingual errors 368
81 Total
457 100
