An Analysis on Students' Errors in Using Personal Pronouns
(A Case Study at the First Grade of Junior High School
Of Yayasan Miftahul Jannah)
By:
Dinnie Hijrie Firdausi
108014000049
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
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Yayasan Miftahul Jannah). Skripsi of Department of English Education at faculty of
Tarbiya and Teacher’s Training of State Islamic University Syarif Hidayatullah
Jakarta, 2013
Keywords: Error Analysis, Types of Error.
The objective of this study was to find out their frequency of occurrence and to find out the type of errors that made by the students. Beside that another purpose is to identify kinds of personal pronouns that the students made in using subject and object pronoun.
The method used in this study was qualitative. The qualitative design applied in this study was case study. Furthermore, the subject of this study was first grade students of VII class which consist 43 students but the reasearcher only took 34 students as the sample. The data were collected by giving test to the students and.
The result of the error analysis process showed that students committed error into four types: omission, addition, selection, and ordering. From the frequency of each error types, selection was the error which most frequently produced by the students. It took 95.8% of the total errors. Moreover, 3.7% errors fell into omission and 0.3% errors fell into addition; whereas,the researcher didn’t find any errors in misordering. Besides, the subject pronoun is the most frequent errors that done by the first grade students of SMP YMJ with the percentage 68.7%.
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junior high school of Yayasan Miftahul Jannah). Skripsi of Department of English
Education at faculty of Tarbiya and Teacher’s Training of State Islamic University
Syarif Hidayatullah Jakarta, 2013
Keywords: Error Analysis, Types of Error.
Penelitian ini bertujuan untuk menganalisis dan mengelompokkan tipe-tipe kesalahan yang dilakukan oleh siswa dalammenggunakan personal pronoun. Kesalahan-kesalahan tersebut dikelompokkan berdasarkan teori Corder. Penelitian ini bertujuanuntuk memperoleh persentasi dari setiap jenis kesalahan yang dilakukan oleh siswa.Tujuan lainnya yaitu untuk mengidentifikasikan tipe-tipe dari personal pronouns yang dilakukan oleh siswa dalam penggunaansubjek dan objek pronoun.
Metode yang digunakan dalam penelitian ini adalah metode kualitatif, sedangkan pola umum atau rancangan penelitian yang digunakan oleh peneliti adalah studi kasus (case study). Selanjutnya, peneliti memilih siswa kelasVII yang berjumlah 43 siswa tetapi penulis hanya mengambil 34 siswa sebagai subjek dalam penelitian ini. Data dalam penelitian ini diperoleh melalui tes dan wawancara kepada siswa dan guru bahasa Inggris.
Hasil dari penelitian error analysis menunjukan bahwa siswa melakukan empat jenis kesalahan yaitu omission, addition, selection, and misordering.
Dilihat dari presentase setiap jenis kesalahan, selection merupakan jenis kesalahan yang paling sering dilakukan dengan presentase sebesar 95.8%. Selanjutnya, kesalahan omission sebesar 3.7%, addition sebesar 0.3%, sedangkan peneliti tidak menemukan kesalahan dalam ordering. Disamping itu, subjek pronoun merupakan kesalahan yang paling banyak dilakukan oleh siswa kelas VII SMP YMJ dengan presentasi 68.7%.
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research paper. Peace and blessing be upon our prophet Muhammad SAW, his family, companions, and all his followers.
This paper is presented to the Department of English Education, Faculty of
Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah
Jakarta as a partial fulfillment of the requirement for the degree of strata 1 (Sarjana Pendidikan).
Alhamdulillah by the grace of Allah the Highest, the researcher could finish her research paper after long hard effort of writing. Thus, she would like to express her greatest gratitude to her beloved mom (Ir. Siti Ambarini Sabardinah) who always pray, support, and motivate her in every part of her life especially in doing this study. The researcher would also like to address her gratitude to her advisors Dr. Fahriany, M. Pd and Neneng Sunegsih M. Pd for their patient guidance, kindness, valuable advice, and correction during the development of this research.
She would like to express her deep appreciation and gratitude to:
1. All lecturers of Department of English Education who have taught her new knowledge and have given her gorgeous experiences in study.
2. Drs. Syauki, M.Pd. and Zaharil Anasy, M.Hum. The head and secretaryof Department of English Education.
3. Dra. Nurlena Rifa’i, Ph.D, the dean of Faculty of Tarbiyah and Teachers Training.
4. The principal and the English teacher of SMP Yayasan Miftahul Jannah (YMJ) for permitting and helping the researcher to conduct the research. 5. Her beloved best friends who have always been in the researcher side in
facing all the laughter and tears during her study, especially for Syifa Fauziah and Raisa Amiyatul Hijriani.
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May Allah, the Almighty bless them all. Amin.
Finally, the researcher realizes that this research paper still has some weakness and shortage. Thus, she would be grateful to accept any suggestions and corrections from anyone for betterwriting.
Jakarta, 28th January 2014
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ABSTRAK ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... vii
LIST OF CHARTS ... viii
LIST OF APPENDICES ... ix
CHAPTER I: INTRODUCTION A.The Background of the Study ... 1
B.The Focus of the Study ... 4
C.The Question of the Study ... 4
D.The Objective of the Study ... 4
E.The Significance of the Study ... 5
CHAPTER II: THEORETICAL FRAMEWORK A. Error and Error Analysis ... 6
1. The Definition of Error ... 6
2. The Types of Error……… 7
3. The Definition of Error Analysis ... 10
4. The Stages of Error Analysis ... 10
B. The Pronouns ... 13
1. The Definition of Pronouns ... 13
2. The Personal Pronouns ... 14
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C. The Subject of the Stud ... 18
D. The Instrument of The Study ... 19
E. The Data and Source of Data ...19
F. The Techniques of Data Collecting...19
G. The Techniques of Data Analysis...20
CHAPTER IV: RESEARCH FINDING A. The Data Description of the Data ... 22
1. The Result of Test ... 22
B. The Data Analysis ... 27
1. The Description of Error ... 27
2. The Evaluation of Error ... 27
C. The Interpretation of the Data ... 28
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion……….……… 30
B. Suggestion ... 30
BIBLIOGRAPHY ... 32 APPENDICES
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Table 3.1 The Table of Specification of Test Items ... 19
Table 3.2 Table of Errors Classification ... 21
Table 4.1 Frequency of Students’ Errors in Using Personal Pronoun ... 23
Table 4.2The Recapitulation of Error Types, Frequency and its Percentage ... 24
Table 4.3Frequency of Students’ Errors in using Personal Pronoun ... 28
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Appendix 3: The Description of Students’ Errorsin Using Subject Pronoun...…… 38
Appendix 4: The Description of Students’ Errors in Using Object Pronoun……….60
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CHAPTER I
INTRODUCTION
A. The Background of the study
Nowadays, English becomes an essential language subject of education issues in Indonesia. Indonesian students’ learn English from elementary school up to university. By learning English language, they wish theyhaveability and more confidence with English. As a matter of fact many young learners face difficulties to understand English as their second language, which is different from their own language, Bahasa.
The curriculum in Indonesia has been developing overtime. The curriculum that is used now is KTSP (Kurikulum Tingkat Satuan Pendidikan), or (SBC) School-Based Curriculum. This curriculum replaces the previous curriculum; KBK (Kurikulum Berbasis Kompetensi) or (CBC) Competence-Based Curriculum in 2004. KTSP focuses on developing students’ ability to do the competence and the tasks in KTSP standard, so the students will be able to master the specific competence. This educational program standard makes the students have competence of the knowledge and understand every values which is learnt because this curriculum based on the number of competence, so after the students finish the educational program, they will master all of the competence and apply in their own lives.
KTSP has two components; Standard Competence (Standar Kompetensi) and Basic Competence (Kompetensi Dasar). There are four language skills which are learnt by the students based on Standard Competence and Basic Competence; listening speaking, reading and writing. Besidesthose four language skills, in English there are some language elements; grammar, vocabulary, pronunciation, and so forth.The researcher focuses on grammar because grammar is viewed as
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the mostcomplex and hardest language element among the others. Grammar has many parts; pronouns, article, tenses, part of speech, gerund, etc. The students need to learn the whole of grammar parts. They should understand, pay attention, and need more exercise in grammar. Beside that, English and Bahasa has different role in grammar structure.
Although grammar is not including in English four skills; reading, speaking, listening, and writing, but grammar supports those skills. In speech or speaking we do not concern to the grammatical rules, sometimes we did not seem to be aware the neglect of grammatical caused miscommunication, in formal contexts or academic. In reading, the student will understand the text and get the ideas of the writer’s if they have ability in grammar.
In this case, the researcher only took one of part of grammar, personal pronouns. Personal pronouns have the important role. Misusing one of them can cause the wrong meaning in one paragraph or even in the whole of it. It is because the personal pronouns always refer to a noun, so they related to each other.
From the Standard Competence and Basic Competence above, the students should understand personal pronouns to be able to interact with the society by using personal pronouns. The students should learn about personal pronouns
because personal pronouns are the basic material that they should learn.
The English grammar has different system with Bahasa. In English there are many types of personal pronouns and they also have different position and function, as the first person in English used as; (a) subject: I, you, (b) object: me, them, (c) possessive adjective: my, their, (d) possessive pronoun: mine, yours, (e)
reflexive pronoun: myself, yourself.In students’ mother tongue (bahasa), first person (saya) is used in any position in sentence and it doesn’t change and it makes students confuse to use personal pronouns.
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For example:
Saya melihat dia (lk) di taman I saw him in the garden
Dia (lk) melihat saya di taman he saw I in the garden (correct: he saw mein the garden)
From the example above, it can be seen there were different system between English and Bahasa. In Bahasa, there were no changing in subject and object, subject and object has the same form “saya”, but in English, subject and object is different. In subject is “I” but in object change to be “me.”
Any errors produced can be caused by students’ lack of English language, less vocabulary, and their knowledge about grammar is so poor, and also because of their mother tongue which always influences them in practicing foreign language. The teacher should be aware of those errors and do something to avoid them by doing some correction.
In the researcher’s experience, when the students have already understood about personal pronouns, they are still confused when they should use subject or object pronoun, because of that there are many grammatical errors that are made by the students. Based on this reason, the researcher chooses the personal pronouns because the students still confused between subject and object pronoun. This research will analyze the types of grammatical errors and what the sources of grammatical errors.
So, the English grammatical has important roles, whether in speaking, writing, and reading. Based on the fact above, the researcher will discuss “An
Analysis on Students’ Errors in Using Personal Pronouns” (A case study at
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B. The Focus of the Study
The researcher focuses on analyzing the students’ pronouns error. However, the researcher concerns to analyze the students’ error in subject and object pronoun thatis easier to understand at the first grade in SMP Yayasan Miftahul Jannah Ciputat.
C. The Study Questions
Based on the discussion above, the researcher would like to formulate this problem in the following question:
1. What types error do the students make in using personal pronouns? 2. What kinds of personal pronouns error are commonly made by the
students?
D. The Objective of the Study
The objective of this study is to analyze students material that easier to understand between subject and object pronoun.According to the statement of the problem above, the objective of the study are as follows:
1. To analyze and to classify the types of errors which students made in using
personal pronoun.
2. To identify the kinds of personal pronounserror are commonly made by the students.
E. Significance of the Study
The research finding is expected as a contribution for (a) the English teachers, (b) the students, (c) the further researchers.
a. The English teachers
The result of this study for the English teachers to get clearly information about the types of errors and the kinds of personal pronouns that the students’
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made in using the personal pronouns, so they will know what should they do to decrease the students’ error in using the personal pronouns.
b. The students
The students will get right treatment in decreasing their errors in using the
personal pronouns, so they can use the personal pronouns correctly in a test. c. The further researchers
Other researchers who are interested in analyzing on the students’ errors can get basic information from this study, so they can do their research deeper and better than this study.
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A. Error and Error Analysis
In this chapter, the researcher tries to give clear some descriptions of theoretical framework that consist of definition of error, definition of error analysis, definition of pronoun, the kinds of pronoun, and description of personal pronoun.
1. The Definition of Error
Students make a mistake or make an error is normal. It always occurs in process learning. Errors made by the students didn’t mean that the students couldn’t follow the lesson well but there were so many reasons why the students did an error.
In order to analyze the students’ language in a proper perspective, it is important to distinguish between mistakes and errors. Errors and mistakes are two synonyms that have a little bit same meaning, but in language learning, these words have different meaning. There are various definitions of errors and mistakes that have been presented by linguists.
According to Corder “Errors are described by the application of linguistic theory to the data of erroneous utterances produced by a learner or a group of learners.”1
In addition, Brown said that error can look from native adult grammar and reflecting learner interlanguage competence.2
1
S. P. Corder, Error Analysis and Interlanguage, (London: Oxford University Press, 1981), p. 36
2
H. Douglas Brown, Principles of Language Learning and Teaching, (London: Prentice-Hall, Inc, 1980), p. 165
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Besides error, there is a mistake. Corder said in Fisiak’sbook “mistakes are deviations due to performance factors such as memory limitation, spelling pronunciations, fatigue, emotional strain, etc.”3 In addition Brown said in his book that “a mistake refers to aperformance error that is either a random guess or a „slip,’ in that it is failure to utilize a known system correctly.”4
According to that definition, the researcher concluded that error is when the students make errors but they cannot fix it again, no matter how much they make a mistake, they cannot fix it. It can be caused by the learner can’t well understand the material; they only understand a half material or do not understand the whole of the material. On the contrary, a mistake is a fault that students can be self-corrected, because it is only the result of the students’ performance.
2. The Types of Error
According to Corder, error is divided into four categories: error of omission, error of addition, error of selection, and error of ordering.5 Here are the explanations:
1) The Error of Omission
Error of omission characterized is the absence of an item that should appear.The student omits the item that should appear in the good utterance. Omission has two types of morphemes that are omitted more than others. They are content morphemes and grammatical morphemes.6
3
JacekFisiak, Contrastive Linguistics and the Language Teacher, (New York: Pergamon Press, 1981), p. 224
4
Brown, Op Cit., p. 165 5
Corder, Op Cit., p. 36 6
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Content morphemes are morphemes that have meaning like nouns, verbs, adjectives, and adverbs. Grammatical morphemes are little words that have minor play in sentences like noun and verb inflections, articles, auxiliaries, and preposition.
Example: Bobby is an actor
From the explanation and example above, the word Bobby and actor
are content morphemes because Bobby and actor is noun and has a mayor meaning. The words is and an are grammatical morphemes because they are verb auxiliaries and article, and they play a minor meaning in that sentence.
According to Dulay“Omission errors are found in greater abundance and across a greater variety of morphemes during the early stage of second language acquisition.”7
It is caused by the grammatical morphemes are more complex, for example in using tenses, the learner should be aware of the addition of the ending of the verb (-ed,-ing,-s)
correctly. Omit content morphemes are typically made by the learner in the early stage. It happens because the learner still has limitation of the vocabulary which is used in the sentences.
2) The Error of Addition
The error of addition is the opposite of omission. “Addition where some element is present which should not be there.”8
In addition, the students add the utterance that is not needed in a sentence, or the learners add some unnecessary element. For example: That’s the man who I saw
him
7
Ibid.,p.155. 8
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From the example above, the student wants to tell that I saw the man. She knows that to tell the object only once but she puts two items for the same features; the man and him.
3) The Error of Selection
Dulay said in Ellis’ book that “Error of selection is the use of wrong form of the morpheme or structure”9 This error is made by the student when the student chooses the wrong items in the right place. Different from omission where the items are not supplied at all, in errors of selection, the student supplies something even though that is incorrect. For example: They is watching movie
From the example above there was mis-selection in using to be. It should be “are” but it was “is.” The student put “is” in the sentence, and it is incorrect.
4) The Error of Ordering
Ellis said in her book The Study Language Acquisition “The incorrect
placement of a morpheme or group of morphemes in an utterance.”10Error of ordering is the error where the items presented are correct but wrongly sequences. For example: he is Idolacilik 2013 runner up.
From the example above, it should be he is a runner up in Idolacilik 2013.The student wrote sentence not properly. The learner didn’t put the items in the appropriate order.
9
Rod Ellis, The Study of Second Language Acquisition, 2nd Edition, (New York: Oxford University Press, 2008), p. 52.
10 Ibid.
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4. The Definition of Error Analysis
Error analysis is a way to reveal errors which are found in speaking or writing. According to James, error analysis is the process of determining the incidence, nature, cause and consequences of unsuccessful language.11 Another concept of error analysis is given by Gass and Selinker “a type of linguistic analysis that focuses on the errors learner make.”12
Two definitions above clarify that error analysis is an activity or process to observe, analyze, classify the errors which are always made by students either in speaking or writing and also it brings information about students’ difficulties either in speaking or writing in English.
Error analysis can be used to analyze the errors that are made by the students. The errors can help the teacher in teaching and learning process because the teacher can observe the reason or background why the students do the errors. 5. The Stages of Error Analysis
In analyzing learners’ errors, there are some steps to be followed. Many linguists have already discussed how to analyze students’ errors in their book. Corder in Ellis’ book, he suggests five steps in analyzing students’ errors, they are:collection of sample of learner language, identification of errors, description of errors, explanation of errors and evaluation of errors.13
1) Collection of Sample of Learner Language
The first step of analyzing errors which suggested by Corder is collection of sample. In this step, the researcher must decide a number of
11
Carl James, Errors in Language Learning and Use, (New York: Wesley Longman Inc., 1998), p. 205
12
Susan M. Gass and Larry Selinker, Second Language Acquisition An Introductory Course Third Edition, (New York: Lawrence Erlbaum Associates, Inc, 2008), p. 102
13
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students which is being sample for the research. Then, they will be given regular examination in order to get data.14
2) Identification of errors
In this step the researcher must identify error from the data collection. For identifying the error, the researcher must compare the sentence that was produced by students to the correct sentence in the target language.15For examples: yesterday I went to Bandung with my mom but
hedidn’t look enjoy there.The correct form in target language isyesterday I went to Bandung with my mom but shedidn’t look enjoy there.
By comparing two sentences it can be seen that the student produced an error in constructing subject sentence where she wroteheto refermy mom.
3) Description of Errors
After identifying errors, the next step is description of errors. In this step, all errors that have been identified, then they would be classified into thetypes of errors. In description of error James introduces a table to make it easy. This table can be seen as below:16
14
Ibid,.p. 47 15
Ibid., p. 48 16
NamikoSakoda, Error Analysis within Newspaper Reporting Written by Japanese Secondary Students, p. 45
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Table 2.1
Description of Errors
LEVEL
MODIFICATION
SUBSTANCE TEXT
DISCOURSE
GRAMMAR LEXIS
Graphology
RANK:
Clause-Phrase-Word- Morpheme
CLASS:
Noun,Verb,Adjective, Adverb,Preposition, Conjunction,etc.
SENSE RELATION COLOCATIONS
COHESION COHERENCE GENDER-FIDELITY FELICITY
OMISSION ADDITION SELECTION ORDERING
(Adapted from Carl James : 1998)
The horizontal columns indicate the levels of errors: substance, text and discourse whereas the vertical columns show the types of errors which consist of omission, addition, Misformation/misselection, and misorder.
4) Explanation of Errors
This step will explain why errors occur. This explanation concerned on the sources of errors.17From example above, the researcher may consider that the student above does an error in using subject pronoun instead of using pronoun whether because of interlingual transfer/overgeneralization, ignorance of the rule restriction, incomplete application of rules, or false concept hypothesis.
17
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5) Evaluation of Errors
In this step, the researcher must decide the criteria of errors which will be corrected because some errors can be considered more serious than other. The aim of evaluating errors is to distinguish which errors will be corrected.18
6. The Pronouns
1. The Definition of Pronouns
The researcher will gives some definition of pronouns. Firstthe definition of pronoun according to Payne in his book Understanding English Grammar A Linguistic Introduction, he wrote pronouns are a word that can be shorted to be noun phrase.19 In addition, Quirk and friends said on their book “Pronouns share several characteristics, most of which are absent from nouns.”20
According to some definitions above, it can be concluded that pronouns are a word that can replace a noun.
2. The Kinds of Pronouns
Pronouns have some different types that can people use in daily activity. There are “I”, “them”, “us” etc that can people usually use. Thus, too many people only know the word of pronoun whereas words of pronoun have a category.
18
Ibid., p. 56 19
Thomas E. Payne, Understanding English Grammar A Linguistic Introduction, (New York: Cambridge University Press, 2011), p. 122
20
Randolph Quirk, et al, A Comprehensive Grammar of the English Language, (New York: Longman Inc, 1985), p. 335
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There are six categories according to Quirk and friends, they are:21
a. central pronoun. (a) personal: subject; I, you, we, they, she, he, it. object: me, you, us, them, her, him, it. (b) reflexive: myself, themselves, herself, himself, ourselves, itself. (c) possessive: possessive adjective; my, your, their, our, her, his. possessive: mine, yours, ours, theirs, hers, his.
b. reciprocal pronoun; each other, one another.
c. relative pronoun; who, where, when, which, what, that. d. interrogative pronoun; who, what, when, which, where. e. demonstrative pronoun; this, these, that, those.
f. indefinite pronoun. (a) positive; universal: all, both,each and every.
Assertive: some, one, half, several, enough, other and another. Non-assertive: any and either. (b) Negative: no and neither
3. The Personal pronoun
a. The meaning of personal pronoun
Marcel Danesi stated in his book “personal pronouns are classified according to the person(s); the person speaking (first person); the person spoken to (second person); anyone or anything else (third person).”22
Quirk and friends distinguish personal pronouns in the table below:23
21
Ibid., p. 345 22
Marcel Danesi, Basic American Grammar and Usage, (New York: Barron’s Educational Series, Inc., 2006), p. 77
23
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Table 2.2
The English Personal Pronoun System
Subjects Objects Possessive
Adjective
Possessive Pronoun
Reflexive
Singular I You She He It Me You Her Him It My Your Her His Its Mine Yours Hers His Myself Yourself Herself Himself Itself
Plural We
They You Us Them You Our Their Your Ours Theirs Yours Ourselves Themselves Yourselves
(Adapted from Randolph Quirk and friends: 1985)
There are three parts in personal pronoun:24
a). First person pronouns are used to refer to the person who is speaking (I/me) or a group of people including the person who is speaking (we/us)
b). Second person pronouns refer to the person or the group of people to whom we are speaking (you)
c). Third person pronouns are used to refer to specific persons or things previously mentioned. For a male (he/him), a female (she/her), an animal or inanimate object (it), people, animals or things in the plural (they/them).Personal pronouns change their form for person (first, second, third), for case (subject, object, possessive), number (singular,
24
Evelyn Altenberg and Robert M. Vago, English Grammar Understanding the Basics, (New York: Cambridge University Press, 2010), p. 84
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plural), and gender (masculine, feminine, neuter) except for reflexive pronoun making the same kind of changes.
According to Beaumont &Granger’s book, there are some using of personal pronoun:25
a. Subject pronouns as the subject of verbs
For example: Where is Simon?He is in the garage.
Sue did not go out last night. She stayed at home b. Object pronoun as the objects of verb and prepositions.
1. Verb + object pronoun; help me, I like him, Can you see it?
2. Preposition + object pronoun; I have written to her, Look at them,
They’re waiting for us 7. Previous Related Study
There are some studies related with the pronouns error. Firstly, a research done by Oji Fachruroji entitle “An Error Analysis on Students’Difficulties in Learning English Pronouns”, the writer used qualitative descriptive method with the purpose of the research was to analyze and to find out the kind of pronouns that most students made, where the result was the highest pronouns errors was in possessive adjective with 51,35% of error percentage.
Another study research is a research done by Restina Andriani, entitle “An
Error Analysis of Using Pronouns on Students’ Writing at SMP PGRI 1
Ciputat.” This study was carried out to identify the error of using pronouns which are commonly made by the students. The method used in this study was descriptive analysis. With the result is the most error made by the students of
25
Digby Beaumont and Colin Granger, English Grammar with Answer Key, (London: Henemann Educational Books Ltd, 1989), p. 185
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SMP PGRI 1 Ciputat was in Objective pronoun which caused by intralingual transfer.
Based on the previous researchers above, it is known that the most difficult material to be understood by the students’ is grammar. Thus, in this research, the researcher intends to analyze the kinds of personal pronouns and types of errors that the students make in using personal pronouns.
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CHAPTER III
RESEARCH METHODOLOGY
A. The Research Design
The method uses in this researchis qualitative method. As Bogdan and Biklen state that qualitative is descriptive that data collected take the form of words or pictures rather than a numbers.1 So that the researcher presented the data collected in words rather than numbers. Furthermore, this research is designed in a case study and she only examine a single subject like Bogdan and Biklen state that a case study is a detailed examination of one setting or a single subject.2 To get the data the researcher uses test. The test is done twice to know whether it is a mistake or an error. Finally, the errors that have been collected were analyzed to determine the types of errors by following Corder theory. Futhermore, to know the frequency of occurence of each error type the researcher used descriptive analysis technique (percentage).
B. The Place and Time of the Study 1. Place of The Research
The researcher conducted this researchat the first grade of SMP Yayasan Miftahul Jannah (YMJ) which is located on Jalan Limun Nomor 27 Ciputat.
2. Time of The Research
She conducted the research at the schoolin November 2nd–25th2013.
C. The Subject of the Study
The subjects in this research is seven (VII) grade students of SMP Yayasan Miftahul Jannah (YMJ) Ciputat. The researcher only took class VII which contains 43 students.
1
Robert C. Bogdan and Sari Knopp Biklen, Qualitative Research for Education an Introduction to Theories and Methods, (Boston: Pearson, 2007), p. 5
2
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D. The Instrument of the Study
The researcher takes the instruments of this research are writing test for a students. The writing test divided into two parts. At the beginning, there are 10 questions about fill in the blank with the right answers, and at the second part is 15 questions about choose the right answer between two choices. E. The Data and Source of Data
According to Oxford dictionary “data is information and source is place, person or thing that we get something from.”3
So, the reasercher can stated that the source of data is the information that we got from research.
F. The Technique of Data Collecting
In this technique, the researcher gives a test to the students about
personal pronouns and it has a purpose to know which the students more understand, it is subject or object pronoun. The stage of taxonomy bloom which is explained in the table below.
Table 3.1
Specification of Test Items
No. Standard of Competence
Basic Competence
Indicators Taxonomy Bloom
Instrument Item
1.
Reading
Understanding Meaning in thesimple short functional written text and essay related to
students’
immediate
Understanding accurately, efficiently and grammatically explicit meaning in simple short functional written texts
The students are expected to be able compare between Subject and Object Pronoun.
Stage 2: Knowing (C1)
Circle on the right answer!
(I/me) am Indonesian. Section 2. number 1-15
3Oxford Learner’s Pocket Dictionary New Edition,
(Oxford: Oxford University Press, 2005), pp. 109-413
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environment related to immediate environment 2. Writing Expressing meaning in the simple short functional written text and essay related to students immediate environment Understanding accurately, efficiently and grammatically explicit meaning in simple short functional written texts related to immediate environment
The students are expected to be ableto know to putthe subject or object Pronoun in a good
sentence.
Stage 1: Understanding (C2)
Fill in the blank with the right answer!
Our mother is very angry with
…. (dialk)
Section 1. number 1-10
G. The Techniques of Data Analysis
Meanwhile, the data of the writing test, the researcher used the descriptive technique. The descriptive technique is analysis which is aimed to describe and analyze the error that is made by the students of SMP Yayasan Miftahul Jannah (YMJ) Ciputat.
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Tabel 3.2
Table of Errors Classification
The researcher uses the formula of frequency and percentage of errors4:
P = x 100%
P = Percentage of error
F = Frequency of false answer N = Number of total errors occur.
4
Allan G. Bluman, Elementary Statistics: A Step by Step Approach, (New York: McGraw-Hill, 2004), p. 68.
LEVEL
MODIFICATION
SUBSTANCE TEXT
DISCOURSE
GRAMMAR LEXIS
Graphology
Spelling RANK:
Clause-Phrase-Word- Morpheme
CLASS:
Noun,Verb,Adjective, Adverb,Preposition, Conjunction,etc.
Sense Relation Colocations
Cohesion Coherence Gender-Fidelity Felicity
Ommision Addition Selection Ordering
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A. The Description of the Data
In the previous chapter, the techniques of completing the data have been mentioned clearly. Furthermore, the results of collecting data could be seen as below:
1. The Result of the Test
The researcher has given an essay personal pronouns test. There were 43 students on the absent list, but there were only 34 students in the class. Some of them moved to another school, and another did not come to school. So, the researcher only took 34 students as a sample. The test is an essay about
personal pronouns, which is guided by two (2) instructions. The students needed to fill in the blank and to choose the right answer between two choices
or the students only had to follow the instructions given. After conducting the test, the researcher analyzed the data from the students’ test to find out the errors that students made in his/her answer.
Below, the researcher analyzed each student’s error in their answers. In this study, the researcher found that the common kind of personal pronouns error made by the students is subject pronoun and the common type of the error made by the students in personal pronouns error is in mis-selection term.
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Table 4.1
The Frequency of Students’ Errors in using Personal Pronoun No. Types of Personal
Pronouns
Frequency of
Errors Percentage
1. Subject pronoun 199 68.7%
2. Object pronoun 91 31.3%
TOTAL 290 100%
Here is the chart represented to the frequency of students’ errors in using personal pronouns.
Figure 4.1
The Frequency of Students' Errors in Using Personal Pronoun
From the table and the figure above, it can be seen the most errors that the students made is subject pronoun.
69% 31%
0% 0%
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After identifying the data, the researcher analyzed the errors and classified them based on the Surface Taxonomy Categories to know whether these errors involve in omission, addition, selection, or ordering.
This calculation used the formula of descriptive analysis technique as can be seen as below:
P =
Note:
P: Percentage;
f: Frequency of a type of error; n: Number of total errors occur.
Furthermore, to make it easier to read, she presents it in the following table below:
Table 4.2
The Recapitulation of Error Types, Frequency and its Percentage
No.
Level /
Modification Substance
Text
Discourse Total Of Error
Grammar Lexis
1. Omission - 11=3.7 - - 11= 3.7
2. Addition 1=0.3 - - - 1= 0.3
3. Selection 7= 2.4 257= 88.6 - 14= 4.8 278= 95.8
4. Ordering - - - - -
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Figure 4.2
The Recapitulation of Error Types, Frequency and its Percentage
Based on the calculation above, it can be concluded that the total errors of
omission were 11 errors or 3.7% in grammar text level, the addition were 1 error or 0.3% in substance level. The error of selection were 278 errors or 95.8% (error in substance level were 7 errors or 2.4%, in grammar level were 257 errors or 88.6%, and in discourse level were 14 errors or 4.8%), while there were no errors found in mis-ordering. From the calculation of the data,
error of selection is the most frequent errors done by the first grade students of SMP YMJ with the percentage 95.8%. Moreover, it is followed by error of omission with percentage 3.7%, and error in addition only 0.3%. To be more clearly the researcher explains each of the error below:
3,7%
0,3% 0%
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a. Ommision
The total error of ommision were 11 errors or 3.7%. Omision error occurs when the learner omitted a necessary element of word. Omission errors fell in the grammar level. In this case, most of the students who made errors in this type because they didn’t fill the answer. They let the question empty without any answer. On the researcher opinion the blank empty answer can mentioned in omission because the sentence didn’t complete without any answer from students.
b. Addition
The total error of addition was only 1 error or 0.3% in substance level. They add the unnecessary letter that is not needed in that word. For example,
*hie is in the garage. The spelling was really error. There was no need letter “i” between “h” and “e.” The student should answer *he is in the garage.
There must be omitted because it was not needed. c. Selection
The total errors of selection that the researcher found were 278 errors or 95.8% (the errors in the substance level were 7 errors or 2.4%, in the grammar level were 257 errors or 88.6%, and in the discourse level were 14 errors or 4.8%). This is the highest error that the students made. The students were confused in choosing the appropriate class of pronoun (subject or object). In this case, for example: *Her stayed at home. While the answer was supposed to be *She stayed at home. From this sentence it can be seen that the student was wrong to choose pronoun so they mis-selection about it.
d. Missordering
As the researcher mentioned above, she didn’t find any errors in this level.
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B. The Data Analysis
The researcher analyzed the errors that are taken from the data description and calculate them according to the formula as written below:
1) The Description of Error
After identifying the data, the researcher analyzed the errors and classified them based on the Surface Taxonomy Categories to know whether these errors involve in omission, addition, selection, or ordering. This is the following example is taken from the student’s answer sheet.
a. The Error of Ommision
The researcher analyzed the data from students’ test and she found eleven (11) errors in error of ommision. Mostly the students didn’t answer the question.
b. The Error of Addition
In this part, the researcher analyzed the data and she found one (1) errors in error of addition. For example; *hie is in the garage. She was supposed to write *he is in the garage.
c. The Error of Selection
The researcher found the most errors were in this type. There were 278 errors that students made. Mostly they couldn’t distinguish to put subject and object pronoun. For example; *I write they a letter. The correct sentence is I write them a letter. In this case the student was wrong to select the pronoun, it must be „them’ for pronoun „they’
d. The Error of Ordering
The researcher couldn’t find any errors in error of ordering.
2) The Evaluation of Error
From the explanation above, the researcher found any errors in using subject and object pronoun. Mostly the students couldn’t distinguish to
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put subject and object pronoun. They were confused in choosing the appropriate class of pronoun (subject or object). For example: My friend, Alex, love read a book. So, me will borrow my book to him.
If the sentence above is translated to Bahasa, it will become “teman
saya, Alex, senang membaca buku. Saya akan meminjamkan buku saya ke dia” In Bahasa it will be accepted, but in English it cannot be accepted. Therefore, this error should be treated intensively because this error will hinder the message to be understood.
C. The Interpretation of the Data
In this Part, the researcher will interpret some errors that students made as follow:
Table 4.3
Frequency of Students’ Errors in using Personal Pronoun No. Types of Personal
Pronouns
Frequency of
Errors Percentage
1. Subject pronoun 199 68.7%
2. Object pronoun 91 31.3%
TOTAL 290 100%
As shown on the table above, subject pronoun is the most frequent errors that done by the first grade students of SMP YMJ with the percentage 68.7%.
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Table 4.4
The Recapitulation of Error Types, Frequency and its Percentage
NO TYPES OF ERROR FREQUENCY
OF ERROR
PERCENTAGE OF ERRORS
1 Error of Omission 11 3.7%
2 Error of Addition 1 0.3%
3 Miselection 278 95.8%
4 Error of Ordering - 0%
As shown on the table above, error of selection is the most frequent errors that done by the first grade students of SMP YMJ with the percentage 95.8%. They did it because some students found difficulties in distinguishing between subject and object pronoun.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the explanation and the description in the previous chapters,
subject pronoun is the most frequent errors that done by the first grade students of SMP YMJ with the percentage 68.7%. Besides, the researcher concluded that the total errors of omission were 11 errors or 3.7% in grammar text level, the addition were 1 error or 0.3% in substance level. The error of selection were 278 errors or 95.8% (error in substance level were 7 errors or 2.4%, in grammar level were 257 errors or 88.6%, and in discourse level were 14 errors or 4.8%), while there were no errors found in misordering. From the calculation of the data, error of selection is the most frequent errors done by the first grade students of SMP YMJ with the percentage 95.8%. Moreover, it is followed by error of omission with percentage 3.7%, and error in addition
only 0.3%. So, the types of error that were made by the students of the first year of SMP Yayasan Miftahul Jannah (YMJ) in their pronoun from the highest percentage to the lowest are error of selection, addition, omission and error of ordering.
B. Suggestion
Errors in teaching learning process of foreign language are something unavoidable. Although it seems natural, students should learn more about grammar to enhance their ability in English lesson. The researcher intends to give some suggestions as follow:
1. The teacher has to keep giving students practice in using personal pronoun. By these tasks, the students will be familiar with the difference between subject and object pronoun and this is good for their grammar.
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2. The teacher has to make the students aware of their mistakes by letting them correct their errors with partner. Besides, this will make students find out their own mistakes; this also will motivate them in teaching learning process by doing it in pair.Beside that, the teachers have to pay attention to the students’ errors and make them aware about their errors so they can make a correction by themselves and will not do the same error. 3. The teachers should explain more about personal pronoun for the students
can really understand.
4. The students have to pay more attention when teacher give explanation. Asking when do not understand and never be shy to ask.
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Appendix 1: The Recapitulation of Student’s Errors
Students’ Number
Errors Classification Total
Students’ False Omission Addition Mis-order Mis-selection
1 - - - 9 9
2 - 1 - 6 7
3 - - - 4 4
4 - - - 4 4
5 - - - 6 6
6 - - - 4 4
7 1 - - 6 7
8 - - - 16 16
9 - - - 6 6
10 1 - - 7 8
11 - - - 11 11
12 - - - 4 4
13 - - - 10 10
14 - - - 5 5
15 - - - 13 13
16 - - - 10 10
17 - - - 9 9
18 1 - - 12 13
19 1 - - 12 13
20 - - - 6 6
21 - - - 5 5
22 - - - 10 10
(46)
1. The Error of Omission =
3.7%
2. The Error of Addition =
3. The Error of Selection =
4. The Error of Misordering =
24 2 - - 6 8
25 1 - - 12 13
26 - - - 9 9
27 - - - 7 7
28 - - - 7 7
29 - - - 10 10
30 - - - 6 6
31 - - - 12 12
32 - - - 3 3
33 1 - - 9 10
34 - - - 10 10
(47)
Appendix 2: The Description of Errors (Numbers in bracket indicate students’ list number)
LEVEL
MODIFICATION
SUBSTANCE TEXT
DISCOURSE
GRAMMAR LEXIS
Graphology
Spelling RANK:
Clause-Phrase-Word- Morpheme CLASS: Noun,Verb,Adjective, Adverb,Preposition, Conjunction,etc. SENSE RELATION COLOCATIONS COHESION COHERENCE GENDER-FIDELITY FELICITY
Ommision - * -/them (student 7)
* -/I (student 10, 24, 25) * -/him (student 18, 23, 33)
* -/he (student 19, 24) * -/we (student 23) * -/her (student 23)
- -
Addition *hie/he (student
2)
- - -
Selection *hie/he (student
2)
*hi/he (student 4, 10, 27, 28) *hem/her (student 8) *hem/him (student 8)
*my sister and me/my sister and I (student 1, 2, 5, 7, 8, 9, 10, 14, 15, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31) *her/she (student 1, 2, 3, 4, 5, 7, 8, 10, 11, 13, 14, 15, 16, 17, 18, 19, 20, 22, 23, 26, 27, 28, 30, 31)
*him/he (student 1, 4, 6, 8, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20, 22, 23, 24, 25, 26, 27, 28, 29, 31, 32, 33, 34)
*her/they (student 1, 3, 5, 8, 10, 11, 13, 15, 16, 19, 20, 22, 23, 25, 26, 27, 28, 29, 30, 31, 33, 34)
*me/them (student 22)
*her/him (student 7, 18)
*him/she (student 7, 11, 19)
*me/we (student 8) -
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*them/they (student 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 19, 20, 21, 22, 25, 26, 27, 28, 29, 30, 31, 33, 34)
*they/them (student 2, 11, 15, 24, 25, 31, 33, 34) *he/him (student 3, 6, 7, 8, 9, 11, 14, 15, 17, 18, 19, 21, 23, 25, 29, 34) *I/me (student 8, 11, 12, 13, 16, 18, 19, 26, 29, 33, 34)
*we/us (student 8, 9, 12, 15, 16, 17, 18, 19, 21, 23, 24, 26, 29, 31, 32, 33, 34) *us/we (student 11, 17, 32) *she/her (student 13, 16, 18, 25, 26, 33, 34)
*he/she (student 12, 33, 34)
*my/they (student 23) *she/he (student 23)
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No. Students’
Number Wrong Answer Correct Answer
Types of Errors
1. 1. 1. My sister and me (saya) like pop music
6. My Daddy gives two books to Maya and I (saya).
7. Nia and Maya are best friend. Her (mereka) always go together.
9. Sue did not go out last night. Her (dia pr) stayed at home.
10. Where is Simon? Him (dia lk) is in the garage.
11. (I/me) am Indonesian.
13. (she/her) is very pretty.
My sister and I (saya) like pop music.
My Daddy gives two books to Maya and me (saya)
Nia and Maya are best friend. They (mereka) always go together
Sue did not go out last night. She (dia pr) stayed at home
Where is Simon? He (dia lk) is in the garage
(I/me) am Indonesian
(she/her) is very pretty
Selection Selection Selection Selection Selection Selection Selection
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2. 2. 1. My sister and me (saya) like pop music
6. My Daddy gives two books to Maya and I (saya).
9. Sue did not go out last night. Her (dia pr) stayed at home.
10. Where is Simon? Hie (dia lk) is in the garage.
13. (she/her) is very pretty.
18. Are (they/them) twins?
My sister and I
(saya) like pop music
My Daddy gives two books to Maya and me (saya)
Sue did not go out last night. She (dia pr) stayed at home
Where is Simon? He (dia lk) is in the garage
(she/her) is very pretty
Are (they/them) twins? Selection Selection Selection Addition Selection Selection
3. 3. 7. Nia and Maya are
best friend. Them (mereka) always go together.
9. Sue did not go out last night. Her (dia pr) stayed at home.
Nia and Maya are best friend. They (mereka) always go together
Sue did not go out last night. She (dia pr) stayed at home
Selection
(51)
4. 4. 10. Where is Simon? Hi (dia lk) is in the garage.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
18. Are (they/them) twins?
Where is Simon? He (dia lk) is in the garage
(she/her) is very pretty
(He/him) is a waiter
Are (they/them) twins?
Selection
Selection
Selection
Selection
5. 5. 1. My sister and me (saya) like pop music
6. My Daddy gives two books to Maya and I (saya).
7. Nia and Maya are best friend. Them (mereka) always go together.
13. (she/her) is very pretty.
18. Are (they/them) twins?
My sister and I
(saya) like pop music
My Daddy gives two books to Maya and me (saya)
Nia and Maya are best friend. They (mereka) always go together
(she/her) is very pretty
Are (they/them) twins? Selection Selection Selection Selection Selection
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6. 6. 16. (he/him) is my brother.
23. (he/him) so nice to me.
(he/him) is my brother
(he/him) so nice to me
Selection
Selection
7. 7. 6. My Daddy gives
two books to Maya and I (saya).
9. Sue did not go out last night. Him (dia pr) stayed at home.
13. (she/her) is very pretty.
18. Are (they/them) twins?
My Daddy gives two books to Maya and me (saya)
Sue did not go out last night. She (dia pr) stayed at home
(she/her) is very pretty
Are (they/them) twins?
Selection
Selection
Selection
Selection
8. 8.
3. Me (kami) will have dinner with Lisa this night.
7. Nia and Maya are best friend. Them (mereka) always go together.
9. Sue did not go out last night. Hem (dia
We (kami) will have dinner with Lisa this night
Nia and Maya are best friend. They (mereka) always go together
Sue did not go out last night. She (dia
Selection
Selection
(53)
10. Where is Simon? Hem (dia lk) is in the garage.
11. (I/me) am Indonesian.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
16. (he/him) is my brother.
20. Today (she/her) lives in Japan.
Where is Simon? He (dia lk) is in the garage
(I/me) am Indonesian
(she/her) is very pretty
(He/him) is a waiter
(he/him) is my brother
Today (she/her) lives in Japan
Selection
Selection
Selection
Selection
Selection
Selection
9. 9. 6. My Daddy gives
two books to Maya and I (saya).
18. Are (they/them) twins?
21. (I/me) arrived at school at 6 o’clock
My Daddy gives two books to Maya and me (saya)
Are (they/them) twins?
(I/me) arrived at school at 6 o’clock
Selection
Selection
Selection
(54)
6. My Daddy gives two books to Maya and I (saya).
7. Nia and Maya are best friend. Them (mereka) always go together.
10. Where is Simon? Hi (dia lk) is in the garage.
11. (I/me) Ө am Indonesian.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
18. Are (they/them) twins?
My Daddy gives two books to Maya and me (saya)
Nia and Maya are best friend. They (mereka) always go together
Where is Simon? He (dia lk) is in the garage
(I/me) am Indonesian
(she/her) is very pretty
(He/him) is a waiter
Are (they/them) twins?
Selection
Selection
Selection
Omission
Selection
Selection
Selection
11. 11. 3. Us (kami) will have dinner with Lisa this night.
We (kami) will have dinner with Lisa this night
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best friend. Them (mereka) always go together.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
16. (he/him) is my brother.
18. Are (they/them) twins?
23. (he/him) is so nice to me.
best friend. They (mereka) always go together
(she/her) is very pretty
(He/him) is a waiter
(he/him) is my brother
Are (they/them) twins?
(he/him) is so nice to me Selection Selection Selection Selection Selection
12. 12. 9. Sue did not go out last night. He (dia pr) stayed at home.
10. Where is Simon? Him (dia lk) is in the garage.
Sue did not go out last night. She (dia pr) stayed at home
Where is Simon? He (dia lk) is in the garage
Selection
Selection
13. 13. 7. Nia and Maya are best friend. Them (mereka) always go together.
Nia and Maya are best friend. They (mereka) always go together
(56)
Him (dia lk) is in the garage.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
16. (he/him) is my brother.
18. Are (they/them) twins?
23. (he/him) is so nice to me.
(dia lk) is in the garage
(she/her) is very pretty
(He/him) is a waiter
(he/him) is my brother
Are (they/them) twins?
(he/him) is so nice to me Selection Selection Selection Selection Selection
14. 14. 6. My Daddy gives
two books to Maya and I (saya).
9. Sue did not go out last night. Her (dia pr) stayed at home.
18. Are (they/them) twins?
20. Today (she/her)
My Daddy gives two books to Maya and me (saya)
Sue did not go out last night. She (dia pr) stayed at home
Are (they/them) twins?
Today (she/her) lives
Selection
Selection
Selection
(57)
best friend. Them (mereka) always go together.
9. Sue did not go out last night. Her (dia pr) stayed at home.
11. (I/me) am Indonesian.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
16. (he/him) is my brother.
20. Today (she/her) lives in Japan.
21.(I/me) arrived at school at 6 o’clock 25. (I/me) am writing a letter to my
grandma.
best friend. They (mereka) always go together
Sue did not go out last night. She (dia pr) stayed at home
(I/me) am Indonesian
(she/her) is very pretty
(He/him) is a waiter
(he/him) is my brother
Today (she/her) lives in Japan
(I/me) arrived at school at 6 o’clock
(I/me) am writing a letter to my grandma
Selection Selection Selection Selection Selection Selection Selection Selection Selection
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best friend. Them (mereka) always go together.
10. Where is Simon? Him (dia lk) is in the garage.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
16. (he/him) is my brother.
18. Are (they/them) twins?
23. (he/him) is so nice to me.
best friend. They (mereka) always go together
Where is Simon? He (dia lk) is in the garage
(she/her) is very pretty
(He/him) is a waiter
(he/him) is my brother
Are (they/them) twins?
(he/him) is so nice to me Selection Selection Selection Selection Selection Selection Selection
17. 17. 3. Us (kami) will have dinner with Lisa this night.
6. My Daddy gives two books to Maya and I (saya).
We (kami) will have dinner with Lisa this night
My Daddy gives two books to Maya and me (saya)
Selection
(59)
last night. Her (dia pr) stayed at home.
15. (He/him) is a waiter.
25. (I/me) am writing a letter to my
grandma.
last night. She (dia pr) stayed at home
(He/him) is a waiter
(I/me) am writing a letter to my grandma
Selection
Selection
Selection
18. 18. 6. My Daddy gives
two books to Maya and I (saya).
10. Where is Simon? Him (dia lk) is in the garage.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
16. (he/him) is my brother.
25. (I/me) am writing a letter to my
grandma.
My Daddy gives two books to Maya and me (saya)
Where is Simon? He (dia lk) is in the garage
(she/her) is very pretty
(He/him) is a waiter
(he/him) is my brother
(I/me) am writing a letter to my grandma
Selection Selection Selection Selection Selection Selection
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best friend. Them (mereka) always go together.
9. Sue did not go out last night. Him (dia pr) stayed at home.
11. (I/me) am Indonesian.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
18. Are (they/them) twins?
23. (he/him) Ө is so nice to me.
25. (I/me) am writing a letter to my
grandma.
best friend. They (mereka) always go together
Sue did not go out last night. She (dia pr) stayed at home
(I/me) am Indonesian
(she/her) is very pretty
(He/him) is a waiter
Are (they/them) twins?
(he/him) is so nice to me
(I/me) am writing a letter to my grandma
Selection Selection Selection Selection Selection Selection Omission Selection
20. 20. 1. My sister and me (saya) like pop music
My sister and I (saya) like pop music
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and I (saya).
7. Nia and Maya are best friend. Them (mereka) always go together.
9. Sue did not go out last night. Her (dia pr) stayed at home.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
me (saya)
Nia and Maya are best friend. They (mereka) always go together
Sue did not go out last night. She (dia pr) stayed at home
(she/her) is very pretty
(He/him) is a waiter
Selection
Selection
Selection
Selection
21. 21. 6. My Daddy gives
two books to Maya and I (saya).
18. Are (they/them) twins?
21. (I/me) arrived at school at 6 o’clock
My Daddy gives two books to Maya and me (saya)
Are (they/them) twins?
(I/me) arrived at school at 6 o’clock
Selection
Selection
Selection
22. 22. 1. My sister and me (saya) like pop music
6. My Daddy gives
My sister and I
(saya) like pop music
My Daddy gives two
Selection
(62)
7. Nia and Maya are best friend. Her (mereka) always go together.
9. Sue did not go out last night. Her (dia pr) stayed at home.
10. Where is Simon? Him (dia lk) is in the garage.
11. (I/me) am Indonesian.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
18. Are (they/them) twins?
Nia and Maya are best friend. They (mereka) always go together
Sue did not go out last night. She (dia pr) stayed at home
Where is Simon? He (dia lk) is in the garage
(I/me) am Indonesian
(she/her) is very pretty
(He/him) is a waiter
Are (they/them) twins?
Selection
Selection
Selection
Selection
Selection
Selection
Selection
23. 23. 3. Ө(kami) will have
dinner with Lisa this night.
We (kami) will have dinner with Lisa this night
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6. My Daddy gives two books to Maya and I (saya).
7. Nia and Maya are best friend. My (mereka) always go together.
10. Where is Simon? She (dia lk) is in the garage.
11. (I/me) am Indonesian.
13. (she/her) is very pretty.
16. (he/him) is my brother.
21. (I/me) arrived at school at 6 o’clock 23. (he/him) is so nice to me.
books to Maya and me (saya)
Nia and Maya are best friend. They (mereka) always go together
Where is Simon? He (dia lk) is in the garage
(I/me) am Indonesian
(she/her) is very pretty
(he/him) is my brother
(I/me) arrived at school at 6 o’clock (he/him) is so nice to me Selection Selection Selection Selection Selection Selection Selection Selection
24. 24. 6. My Daddy gives
two books to Maya
My Daddy gives two
(64)
Indonesian.
15. (He/him) is a waiter.
16. (he/him) is my brother.
21. (I/me) Өarrived at school at 6 o’clock 23. (he/him)Ө is so nice to me.
(He/him) is a waiter
(he/him) is my brother
(I/me) arrived at school at 6 o’clock (he/him) is so nice to me
Selection
Selection
Omission
Omission
25. 25. 1. My sister and me (saya) like pop music
6. My Daddy gives two books to Maya and Ө (saya).
7. Nia and Maya are best friend. them (mereka) always go together.
16. (he/him) is my brother.
My sister and I
(saya) like pop music
My Daddy gives two books to Maya and me (saya)
Nia and Maya are best friend. They (mereka) always go together
(he/him) is my brother
Are (they/them)
Selection
Omission
Selection
Selection
(65)
21. (I/me) arrived at school at 6 o’clock
school at 6 o’clock 26. 26. 7. Nia and Maya are
best friend. Them (mereka) always go together.
10. Where is Simon? him (dia lk) is in the garage.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
16. (he/him) is my brother.
18. Are (they/them) twins?
Nia and Maya are best friend. They (mereka) always go together
Where is Simon? He (dia lk) is in the garage
(she/her) is very pretty
(He/him) is a waiter
(he/him) is my brother
Are (they/them) twins? Selection Selection Selection Selection Selection Selection
27. 27. 1. My sister and me (saya) like pop music
6. My Daddy gives two books to Maya and I (saya).
My sister and I (saya) like pop music.
My Daddy gives two books to Maya and me (saya)
Selection
(66)
7. Nia and Maya are best friend. Them (mereka) always go together.
10. Where is Simon? Hi (dia lk) is in the garage.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
18. Are (they/them) twins?
Nia and Maya are best friend. They (mereka) always go together
Where is Simon? He (dia lk) is in the garage
(she/her) is very pretty
(He/him) is a waiter
Are (they/them) twins? Selection Selection Selection Selection Selection
28. 28. 1. My sister and me (saya) like pop music
6. My Daddy gives two books to Maya and I (saya).
7. Nia and Maya are best friends. Them (mereka) always go together.
My sister and I (saya) like pop music
My Daddy gives two books to Maya and me (saya)
Nia and Maya are best friends. They (mereka) always go together
Selection
Selection
(67)
garage.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
18. Are (they/them) twins?
garage
(she/her) is very pretty
(He/him) is a waiter
Are (they/them) twins?
Selection
Selection
Selection
29. 29. 1. My sister and me (saya) like pop music
6. My Daddy gives two books to Maya and I (saya).
7. Nia and Maya are best friend. Them (mereka) always go together.
15. (He/him) is a waiter.
18. Are (they/them) twins?
My sister and I
(saya) like pop music
My Daddy gives two books to Maya and me (saya)
Nia and Maya are best friend. They (mereka) always go together
(He/him) is a waiter
Are (they/them) twins? Selection Selection Selection Selection Selection
30. 30. 1. My sister and me (saya) like pop music
My sister and I
(saya) like pop music
(68)
two books to Maya and I (saya).
7. Nia and Maya are best friend. Them (mereka) always go together.
13. (she/her) is very pretty.
18. Are (they/them) twins?
20. Today (she/her) lives in Japan.
books to Maya and me (saya)
Nia and Maya are best friend. They (mereka) always go together
(she/her) is very pretty
Are (they/them) twins?
Today (she/her) lives in Japan
Selection
Selection
Selection
Selection
31. 31. 6. My Daddy gives
two books to Maya and I (saya).
7. Nia and Maya are best friend. Them (mereka) always go together.
9. Sue did not go out last night. Her (dia pr) stayed at home.
My Daddy gives two books to Maya and me (saya)
Nia and Maya are best friend. They (mereka) always go together
Sue did not go out last night. She (dia pr) stayed at home
Selection
Selection
(69)
garage.
13. (she/her) is very pretty.
15. (He/him) is a waiter.
16. (he/him) is my brother.
18. Are (they/them) twins?
23. (he/him) is so nice to me.
25. (I/me) am writing a letter to my
grandma.
garage
(she/her) is very pretty
(He/him) is a waiter
(he/him) is my brother
Are (they/them) twins?
(he/him) is so nice to me
(I/me) am writing a letter to my grandma
Selection Selection Selection Selection Selection Selection
32. 32. 3. Us (kami) will have dinner with Lisa this night.
23. (he/him) is so nice to me.
We (kami) will have dinner with Lisa this night
(he/him) is so nice to me
Selection
Selection
33. 33. 7. Nia and Maya are
best friend. Them (mereka) always go
Nia and Maya are best friend. They (mereka) always go
(70)
9. Sue did not go out last night. He (dia pr) stayed at home.
10. Where is Simon? Him (dia lk) is in the garage.
16. (he/him) is my brother.
23. (he/him) is so nice to me.
Sue did not go out last night. She (dia pr) stayed at home
Where is Simon? He (dia lk) is in the garage
(he/him) is my brother
(he/him) is so nice to me
Selection
Selection
Selection
Selection
34. 34. 7. Nia and Maya are
best friend. Them (mereka) always go together.
9. Sue did not go out last night. He (dia pr) stayed at home.
10. Where is Simon? Him (dia lk) is in the garage.
15. (He/him) is a waiter.
Nia and Maya are best friend. They (mereka) always go together
Sue did not go out last night. She (dia pr) stayed at home
Where is Simon? He (dia lk) is in the garage
(He/him) is a waiter
Selection
Selection
Selection
(71)
Appendix 4: The Description of Students’ Errors in Object Pronoun
No. Students’
Number Wrong Answer Correct Answer
Types of Errors
1. 1. 2. I write her (mereka) a letter.
I write them (mereka) a letter
Selection
2. 2. 19. Their mom will
give (they/them) to watch a movie
their mom will give (they/them) to watch a movie
Selection
3. 3. 8. We saw he(dia lk)
at the show.
we saw him (dia lk) at the show
Selection
4. 4. - - -
5. 5. - - -
6. 6. 8. We saw he(dia lk)
at the show.
17. I will borrow my book to (he/him)
we saw him (dia lk) at the show
I will borrow my book to (he/him)
Selection
Selection
7. 7. 5. Our mother is very
angry with he (dia lk)
8. We saw her (dia lk) at the show.
19. Their mom will give (they/them) Ө to watch a movie
Our mother is very angry with him (dia lk)
we saw him (dia lk) at the show
their mom will give (they/them) to watch a movie
Selection
Selection
(72)
breakfast with I (saya)
5. Our mother is very angry with he (dia lk)
8. We saw he(dia lk) at the show.
12. I will give it to (she/her) Ө
14. these chocolates are for (we/us)
17. I will borrow my book to (he/him)
22. Yes, I know (he/him).
breakfast with me (saya)
Our mother is very angry with him (dia lk)
we saw him (dia lk) at the show
I will give it to (she/her)
these chocolates are for (we/us)
I will borrow my book to (he/him)
Yes, I know (he/him)
Selection Selection Selection Omission Selection Selection Selection
9. 9. 14. these chocolates
are for (we/us)
17. I will borrow my book to (he/him)
22. Yes, I know (he/him).
these chocolates are for (we/us)
I will borrow my book to (he/him)
Yes, I know (he/him)
Selection
Selection
(73)
breakfast with I (saya)
5. Our mother is very angry with he (dia lk)
8. We saw he(dia lk) at the show.
breakfast with me (saya)
Our mother is very angry with him (dia lk)
we saw him (dia lk) at the show
Selection
Selection
Selection
12. 12. 4. My parents have breakfast with I (saya)
14. these chocolates are for (we/us)
My parents have breakfast with me (saya)
these chocolates are for (we/us)
Selection
Selection
13. 13. 4. My parents have breakfast with I (saya)
12. I will give it to (she/her)
14. these chocolates are for (we/us)
My parents have breakfast with me (saya)
I will give it to (she/her)
these chocolates are for (we/us)
Selection
Selection
Selection
14. 14. 8. We saw he(dia lk) at the show.
we saw him (dia lk) at the show
Selection
15. 15. 8. We saw he(dia lk) at the show.
we saw him (dia lk) at the show
(74)
17. I will borrow my book to (he/him)
19. Their mom will give (they/them) ϴ to watch a movie
I will borrow my book to (he/him)
their mom will give (they/them) to watch a movie
Selection
Selection
16. 16. 4. My parents have breakfast with I (saya)
12. I will give it to (she/her)
14. these chocolates are for (we/us)
My parents have breakfast with me (saya)
I will give it to (she/her)
these chocolates are for (we/us)
Selection
Selection
Selection
17. 17. 4. My parents have breakfast with I (saya)
8. We saw he(dia lk) at the show.
14. these chocolates are for (we/us)
22. Yes, I know (he/him)
My parents have breakfast with me (saya)
we saw him (dia lk) at the show
these chocolates are for (we/us)
Yes, I know (he/him)
Selection
Selection
Selection
Selection
(75)
5. Our mother is very angry with he (dia lk)
8. We saw her (dia lk) at the show.
12. I will give it to (she/her)
14. these chocolates are for (we/us)
17. I will borrow my book to (he/him) Ө
24. I still remember (he/him)
Our mother is very angry with him (dia lk)
we saw him (dia lk) at the show
I will give it to (she/her)
these chocolates are for (we/us)
17. I will borrow my book to (he/him)
I still remember (he/him)
Selection
Selection
Selection
Selection
Omission
Selection
19. 19. 4. My parents have breakfast with I (saya)
5. Our mother is very angry with he (dia lk)
8. We saw he(dia lk)
My parents have breakfast with me (saya)
Our mother is very angry with him (dia lk)
we saw him (dia lk)
Selection
Selection
(76)
14. these chocolates are for (we/us) 24. I still remember (he/him)
these chocolates are for (we/us)
I still remember (he/him)
Selection
Selection
20. 20. - - -
21. 21. 14. these chocolates are for (we/us)
17. I will borrow my book to (he/him)
these chocolates are for (we/us)
I will borrow my book to (he/him)
Selection
Selection
22. 22. 2. I write me
(mereka) a letter.
I write them (mereka) a letter
Selection
23. 23. 5. Our mother is very angry with he (dia lk)
8. We saw Ө (dia lk) at the show.
12. I will give it to (she/her) Ө
14. these chocolates are for (we/us)
22. Yes, I know (he/him)
Our mother is very angry with him (dia lk)
we saw him (dia lk) at the show
I will give it to (she/her)
these chocolates are for (we/us)
Yes, I know (he/him)
I still remember
Selection Omission Omission Selection Selection Selection
(1)
71
II. Circle on the right answer!
1. A: What is your name? and may I know your nationality? B: My name is Sue. (I/me) am Indonesian.
2. A: Hay, Bob! Will give you Samantha a cupcake?
B: I don’t think so. I like the watch that I saw in the shop. So, I will give it to (she/her)
3. A: What is your mom occupation?
B: My mom is a fashion designer and (she/her) is very pretty. 4. A: Hay Bobby and Daniel! What is that?
B: Hay David! Bobby and I love sweet and these chocolates are for (we/us)
5. A: Who is he?
B: He is Bob. Bob is my dad. (He/him) is a waiter. 6. A: Where is your brother?
B: On the left you can see Simon. (He/him) is my brother. 7. A: Why do you bring that thick book?
B: My friend, Alex, love read a book. So, I will borrow my book to (he/him)
8. A: Are (they/them)twins? B: yes, they are twins.
9. A: I heard, Dona and Doni’s mom will give a gift to them if they can pass the exam, is it right?
B: yes, Dona and Doni like watch a movie. Their mom will give
(2)
72
10.A: Do you know, where is Sara live now? B: Today (She/her) lives in Japan.
11.A: What time did you arrive at school this morning? B: (I/me) arrived at school at 6 o’clock
12.A: Do you know Sule?
B: yes, I know (he/him). He is comedian. 13.A: What do you think about Mr. Eaglestone?
B: (he/him) is so nice to me. 14.A: Do you still remember Jo?
B: Sure! I still remember (he/him). He is our old friend. 15.A: What are you doing?
(3)
(4)
(5)
(6)