34 sentence. However if those words were ignored in every sentence, it would be an
unfavourable habit for the students in producing a sentence. In this research, there were 154
omission errors found in the students‟ writing products. It resulted 34 of occurrence. Most of the omission went up in
grammatical morpheme, 141 errors or 31. It is found that almost all the students of this research failed to add
–ed for past tense as the language feature of narrative text. The highest occurrence of omission errors was rising up because of verb
inflections 32 errors and tenses 17 errors, whose omission errors were nearly similar. The students tended to put a base infinitive or to infinitive in predicate of
one sentence. They sometimes omitted or neglected other grammatical morphemes such as articles 27 errors, copulas 18 errors, conjunctions 12
errors, phrasal verbs 6 errors, pronouns 5 errors and adverbial 4 errors as seen in Appendix H. Omission errors on content morphemes also got involved but
it did not come up as a major error.
2. Addition
Addition is identified by a wrong item in one sentence Dulay, Burt, Krashen, 1982, p. 156. In the sample data, there were 103 addition errors or 22.
It was found that 27 errors were double markings, 30 errors were regularization errors, and 47 errors were simple additions as seen in Appendix G.
Double markings were identified when an item was added twice, as in Appendix F
B.39: The mouse deer was very angry and very disappointed. C.36: Actually he was a brave boy and a kindness boy.
35 There was double very, a, and boy in those examples of utterance which was not
effective. Moreover, double markings could occur but the item was different words but in the same part of speech, as in Appendix F
G.35: He felt loneliness and he stopped at under of almond tree to slept. In the sample data, it was found that from top ten categories of linguistic level;
adverbial, article, diction and conjunction were included in identification of double markings.
Moreover, regularization errors were found in the samples. It occurred because the students added an item .i.e. they are tense, article, copula, verb
inflection, adverbial, phrasal verb and preposition which made the sentence incorrect. In short, the students failed to use the grammatically correct rhetoric,
for example Appendix F: E.51: He tried to looking
for helped but no one can‟t heared his voice. Addition for -ing and -ed as verb inflection
F.17: In the afternoon, Snow White was played with a sheep. Addition for was as copula
In E.51, the students tended to add wrong or unused verb inflection in the utterance. In the case of heared, the subject applied the same rules for irregular
verb, hear. In F.17 the researcher decided to put was in copula category because most of the students tended to put copulas randomly in their previous writing
works and it was not on purpose producing passive sentence. Simple additions were the highest occurrence in the addition errors 45 of
91 errors. It occurred because of the students adding some morphemes or words PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36 which were not useful for a well-formed sentence and the researcher could not
classify into double markings and regularization errors. In this case, preposition was the main cause of rising up the frequency of simple addition. It might happen
because the students tended to attach the verb found directly from dictionary. Some such errors were categorized into top ten categories: preposition, phrasal
verb, conjunctions, adverbial, diction, verb inflection, article and copula. The examples of simple addition are Appendix F:
D.34: After that, step mother to instruct Rapunzel to looked for some fruit. Additon for to as preposition
G.54: Giant was surprised by it. addition for by it as adverbial
3. Misformation
Misformation also took place in students‟ writing products. It came up as
the highest frequency of other 4 categories, 178 errors or 39. So, most of linguistic categories obtained in misformation. From 4 misformation subclasses, it
was found that there were 14 overregularization errors, 71 regularization errors in the comprehension of grammar, 40 archi-forms, and 53 alternating forms
Appendix G. Regarding the previous fact, regularization errors in the comprehension of grammar was the highest because of diction 38 errors. The
students often used the unsuitable words in one utterance. The example sentence Appendix F
is “But finally she came into an old man home‟s and she tried to looking for
him.” It showed that the students tended to use „home‟ rather than „house‟. The appropriate word should be house because it referred to a building.
