CONCLUSION AND SUGGESTION AN ANALYSIS ON ERRORS MADE BY LEARNERS IN FORMING IRREGULAR PLURAL NOUNS

2 stated by Harmer “… what they know about grammar they may remember the lesson from school, but beyond that they will say that they have forgotten what grammar they once knew.” 2 The structures in English language involve a number of grammatical rules including the regular and irregular forms of words where students are expected to understand but unfortunately, they find this an uneasy thing to do. One of the examples is when they feel quite difficult in distinguishing the regular and irregular forms of plural nouns. The difference between English and Indonesian structures of words writing does confuse many students in learning it, especially for the noun words that are not only in form of singular and plural, but also in form of regular and irregular. Some of the nouns are the same in forms whether they are in plural or singular, while some others are in different forms. W e can say in English „a deer‟ and „many deer‟ not „many deers‟ as it is in the same form and belongs to irregular noun form. In Indonesian, we just easily can say: seekor rusa or banyak rusa without any inflectional changes. Another example is the noun word a horse which is singular and thus becomes horses in plural, and this belongs to regular noun word, as the pattern is simply by asserting an s at the end of the singular noun word. Those grammatical rules in forming the plural nouns are perplexed by a number of other exceptional patterns. We take examples the noun words mouse that changes into mice, not mouses, and goose that becomes geese, not gooses, from their singular forms into their plural ones, respectively. Their specific ways in changing from singular to plural classify them into what we call as the irregular nouns and thus become an exception in which many students experience a number of errors. This phenomenon urges the writer to learn more the causes or reasons within, and thus made him conduct a research which is titled “An Analysis on Errors Made by Learners in Forming Irregular Plural Nouns”. 2 Harmer, Jeremy. The Practice of English Language Teaching, 1991, New York: Longman Publishing, p.12-13 3

B. The Limitation and the Formulation of the Problem

The scope of this research is to analyze the errors made by the students on the test items of Irregular Plural Nouns forms and to find out factors that might cause them difficult in forming the Irregular Plural Nouns. The writer will discuss only the forms of Irregular Nouns which are also in Plural forms. According to the statements above, the writer formulates the problem into: “What kinds of errors do the students make on the topic of Irregular Plural Nouns form and what factors that cause them to commit such errors ?”

C. The Objective of the Research

The writer‟s purpose in conducting this research is to identify the errors and to learn what factors become the causes on the difficulty faced by students as they made errors while doing the tests items related to the forming of the Irregular Plural Nouns after learning such matter, as a part of the study of grammar in the high school.

D. The Significance of the Research

This research is intended to minimize the students‟ errors in grammatical matter of irregular plural nouns and to provide them with better understanding on this topic. Hopefully, they are motivated to increase their comprehension on irregular plural nouns formation which can be assisted by their teachers after analyzing the errors that have been committed. In addition, through this research, the writer hopes to widen his view on this matter as well as for the readers or those who are concerned with this issue to contribute with supplementary knowledge.

E. The Organization of the Writing

This „skripsi‟ is divided into five chapters. The first chapter is the introduction. It consists of the background of the research, the limitation and formulation of the problem, the objective of the research, the significant of the research, and the organization of the writing. 4 The second chapter is the theoretical framework. This chapter consists of two main parts. The first part gives the explanation for the error analysis that comprises the definition of error and error analysis, the sources of error, the classification of error, and the procedure of error analysis. The second part of this chapter explains about the noun which covers the noun as a part of speech, the noun classification, and the irregular plural nouns. The third chapter of this research is the research methodology. It comprises the method of the research, the place and time of the research, the object of the research, the instrument of the research, and the technique of data analysis. The research finding is in the fourth chapter. It provides the explanation of data description, data analysis, and data interpretation. The last chapter is the conclusion and suggestion based on the research finding of the previous chapter. References and appendices are enclosed subsequently to complete this writing.