0.99
10. Omission of correlative
conjunction
3
3 141 x 35.42
0.75
11. Omission of auxiliary verb
3
3 141 x 35.42
0.75
12. Omission
of relative
pronoun
2
2 141 x 35.42
0.50
13. Omission of adverb
2
2 141 x 35.42
0.50
14. Omission of word
1
1 141 x 35.42
0.25
15. Omission of object
1
1 141 x 35.42
0.25 Total Number of Errors
141 35.42
The result expresses that omission of verb has the highest frequency of errors. The number of omitted verb is 33 or 8.28 of the total errors.
The third of the highest number of errors is addition errors. The presentation is as below:
Tabel 4. 7 The Distribution and the Percentage of Addition Errors
No Type of Addition Errors
Frequency of Errors Errors Percentage
1. Addition of verb
19
19 67 x 16.83
4.77
2. Addition of to be
18
18 67 x 16.83
4.52
3. Addition of noun
12
12 67 x 16.83
3.01
4. Addition of article
9
9 67 x 16.83
2.26
5. Addition of infinitive to
3
3 67 x 16.83
0.75
6. Addition of preposition
2
2 67 x 16.83
0.50
7. Addition
of relative
pronoun
2
2 67 x 16.83
0.50
8. Addition of word
1
1 67 x 16.83
0.25
9. Addition of punctuation
1
1 67 x 16.83
0.25 Total Number of Errors
67 16.83
Based on the data above, it is clear that addition of verb has the highest frequency of errors. The number of adding verb is 19 or 4.77 of the total
errors. Next is dangling errors. In this type of error until the last type of error,
there are no more types of error. For dangling errors, most of students made error with different subject between the main clause and sub clause. It can be
presented as follows:
Tabel 4. 8 The Distribution and the Percentage of Dangling Errors
No Type of Dangling Errors
Frequency of Errors
Errors Percentage
1. Dangling
12
12 12 x 3.015
3.02 Total Number of Error
12 3.02
The last is the least of number of errors; misordering errors and double clause connectors. For misordering errors, most of students wrong in order of
word. The distribution and the percentage of those types of error will be presented into the tables below:
Tabel 4. 9 The Distribution and the Percentage of Misordering Errors
No Type of Misordering Errors
Frequency of Errors
Errors Percentage
1. Misordering
9
9 9 x 2.261
2.26 Total Number of Error
9 2.26
Tabel 4. 10 The Distribution and the Percentage of Double Clause Connectors Errors
No Type of Double Clause
Connectors Errors Frequency of
Errors Errors
Percentage
1. Double clause connectors
1
1 1 x 0.251
0.25 Total Number of Error
1 0.25
It can be concluded that most of students did errors in the verb form misuse of verb, omission of verb, and addition of verb and those errors
become a question for the writer to find out further about the factors that made them did errors.
After described, categorized, and calculated the data, the writer found out that most of students did errors in the verb form. The highest number of errors
was misformation errors, omission erros and addition errors. First is misformation of errors. Most of students did error like misuse of
verb,
one of many students‟ errors is “when they go home, they felt tired”
1
in
1
The example was taken by student number 42
this sentence, student used simple past tense incorrect, it should be “when they
went home, they felt tired
”. Next is omission error. In omission errors most of students did error like
omitted
–s suffix after the verb, e.g. “teacher usually give the students
homework ”
2
in this sentence students omitted
–s, it should be “teacher gives
the students homework ” because this sentence is simple present tense, after
subject which is singular he, she, it, –s suffix should be put after the verb.
The last is addition errors. In this type of errors almost the same with omission errors. Most of students added
–s suffix, e.g. “it becauses they can
only understand the materials by doing some assignments beside the explanation from teacher
”
3
in this sentence, student added –s suffix in
subordinating conjunction,
it should be “it is because they can only understand
the materials by doing some assignments beside the explanation from teacher ”.
All of this make the writer interested in knowing the causes of students made errors. After given the test, the writer did interview to some students who
did the highest of errors. Based on interview, the writer can interpret the data that students clearly have done errors although some of them did mistakes
because they can correct their writing. When the writer did interview to some students who did much errors, she tried to ask students to correct their errors,
some of them can correct their errors but others can not correct it. The result showed that almost all students who become correspondents knew the
definition of independent clause and dependent clause clearly, but they could not answer when they were asked to mention types of dependent clause.
The students who become correspondent, much of them were from class B. It made the writer interesting to know the cause of them did errors because it
looked different when the writer did observation in that class. The writer did interview start form class VII B, then class VII C, the last is class VII A. As
stated on chapter III and according to Sari Wahyuni, the writer used semi-
2
The example was taken by student number 26
3
The example was taken by student number 49
structured interviews in order to get more data in-depth.
4
The result of interview which become the causes of students did errors classified into five
categories such as lack of grammar understanding, lack of concentration, lack of vocabulary knowledge, lack of topic knowledge, and lack of independent
clause and dependent clause understanding. All of these were summarized into the table below:
Tabel 4. 11 The Categories of Causes of Error
The Categories of Causes of Error Students who Did Error
Lack of grammar understanding Student number 19, student number
8, student number 56, student number 39.
Lack of concentration Student number 22, student number
46, student number 49, student number 14, student number 74,
student number 62. Lack of vocabulary knowledge
Student number 53, student number 10.
Lack of topic knowledge Student number 34, student number
36. Lack of independent clause and dependent
clause understanding Student number 44, student number
26, student number 80, student number 81, student number 57.
The writer concluded that most of students did error because the writer has asked them to correct the error sentence but most of them were unable to
correct it, but one of them was able to correct it. All of these errors caused by intralingual transfer. Much of them knew the background knowledge of
4
Sari Wahyuni, Qualitative Research Method: Theory and Practice, Jakarta: Salemba Empat, 2012, p. 54.
grammatical structure but they did not know the overall of grammatical structure and also they were not skillfull in applying the concept of
independent clause and dependent clause , as example “students, actually in
elementary school are loved
to play”
5
, in this case the students used two tense markers at the same time in one sentence since they have not mastered the
language yet. Other
example is “Because, they can ask to their friend or family if
they feel shy in class”
6
. In this case, the student used two subordinating conjunctions in a sentence; there is no independent clause in that sentence. The
punctuation also is incorrect; the punctuation comma should be put between independent clause and dependent clause.
C. Data Interpretation
The writer has analyzed the data from data description and data analysis; the last is data interpretation that will be the conclusion of all the data. Based on the
result of observation, test, and interview that the writer had been done at seventh semester of Department of English Education of Faculty Tarbiyah and Teachers
Training of Syarif Hidayatullah State Islamic University Jakarta, the writer can interpret the data that the students made errors. Much of them were lack of
grammatical understanding and lack of independent clause and dependent clause understanding. It can be seen in the area of grammatical error that students done; the
highest number of error lies on verb form misuse of verb, omission of verb, and addition of verb. Those errors derived from surface category that consist of
omission, addition, misformation, and misordering, and the writer added two types of errors such as dangling and double clause connectors which is this types was out of
the surface category. The result showed that the highest number of errors lies on misformation, omission, and addition.
In misformation errors, the total number of errors was 168 or 42.21. The kinds of error were misuse of verb, preposition, capital letter, noun, to be, adjective,
word, relative pronoun, pronoun, article, possessive pronoun, auxiliary verb, punctuation, subject, apostrophe, adverb, subordinator conjunction, object, prefix,
5
The example was taken by student number 35.
6
The example was taken by student number 57.
