44
B. Theoretical Framework
In this part, the researcher tries to synthesize the relevant theories discussed in the previous subchapter which become the grounds to support this
research and to analyze the data of the research. The theories about subject-verb concord both in number and in person tell the researcher about the kind of
agreement that a subject and its followed verb have. Therefore, principally, subject-verb agreement discussed in this research requires a subject to agree with
its followed verb in number and in person. To be able to form subject-verb agreement in number, Langan 1987 states that a singular subject, which is one
person or thing, should take a singular verb, while a plural subject, which is more than one person or thing, should take a plural verb p. 338. In addition, the
concord of number also occurs between a subject and its finite verb. Then, subject-verb agreement in person mostly deals with the usage of the first, the
second, and the third person as a subject in determining the form of a verb that follows the subject.
In addition, the agreement of subject and of verb is always applied whenever the verb displays disctinctions in number and in person Greenbaum,
1989, p. 208. Thus, the researcher is required to be able to clearly understand whether a subject in every sentence that the students wrote has a singular meaning
or has a plural meaning and also to clearly understand whether a subject in every sentence that the students wrote is the first person or the second person or the
third person. It aims to make the researcher able to know whether or not a verb that follows the subject agrees with the subject.
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45 Then, the provided theories deal with various forms of a subject as well as
the information whether the subject has either singular or plural meaning also have an important role since a subject in English language has many different
forms and the students possibly may not use a simple subject, such as the name of a person, the name of a city, the first person, when they write a sentence.
Therefore, the researcher needs to understand some possible forms of a subject that may be possibly used by the students, so the researcher could understand
whether a subject used by the students in their sentences has either singular or plural meaning. It aims to make the researcher able to know whether a verb that
follows the subject agrees with the subject or not. In addition, that the students will apply a verb that has a phrase followed the main verb is also possible to
happen. Therefore, the theory of the verb phrase can be used to help the researcher analyze the agreement between a subject and its followed verb phrase in a
sentence that the students wrote. Moreover, in this research, the researcher applies the theory of significance
of errors in order to help him to formulate the benefits of doing the research written in chapter one as well as to propose the suggestions written in the last
chapter of this research. Moreover, as an attempt to achieve the first research objective of this research, subject-verb agreement errors made by students in
Paragraph Writing class of ELESP, the researcher needs to understand the underlying principle of errors. In this research, error means a wrong or an
incorrect rules of subject-verb agreement because of learners’ not knowing what is correct. Besides, the researcher agrees with Dulay et al. 1982 who mention that
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46 differentiating between error and mistake cannot always be clearly analyzed
because the careful analysis on the nature of a deviation is required p. 139. Thus, in this research, the researcher assumes that every incorrect subject-verb
agreement in a sentence that students in Paragraph Writing class made is an error. Furthermore, in order to classify the errors in the written work made by
students in Paragraph Writing class, the researcher applies the error classification based on Surface Structure Taxonomy. Thus, based on surface structure
taxonomy, in this research, errors related to subject-verb agreement are 1 omission, 2 addition, which then could be sub-categorized into regularization,
double-marking, simple addition, 3 misinformation, which then could be sub- categorized into regularization, archi-forms, and alternating-forms, 4
misordering. For additional information, in this research, archi-forms and alternating-forms are not differentiated by the researcher since both those forms
deal with errors resulting from the alternation when the students write a sentence. On the other hand, in order to achieve the second objective of the research,
the factors that cause students in Paragraph Writing class of ELESP to make those subject-verb agreement errors, the researcher conducts an interview to eight
students in class B of Paragraph Writing at ELESP in 2010 2011 academic year
and employs supporting references and theories.
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47
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the research methodology employed in this research as a mean to answer the research questions. It consists of six parts which cover
research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
The basic principle underlying this research was qualitative method which deals with data in the form of words, rather than in the form of numbers and of
statistics Ary, Jacobs, Razavieh, 2002, p. 425. In particular, the research methodology employed in this research was document analysis. Document
analysis could be defined as a research method that is applied to written or visual materials in order to identify specified characteristics of the material Ary et al.,
2002, p. 442. In addition, in doing the research, the researcher found some advantages of using document analysis as the research methodology. According to
Ary et al. 2002, in using the document analysis, the presence of the researcher will not influence and will not affect what is being observed p. 444. It means
that in this research, the students’ written work will not be affected and be influenced because of the presence of the researcher. Moreover, document
analysis is easily replicated.
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