An Error Analysis on Students' Ability in Identifying and Writing Independent Clause and Dependent Clause in an Argumentative Essay

COVER

An Error Analysis on Students’ Ability in Identifying and

Writing Independent Clause and Dependent Clause in an

Argumentative Essay

(An Error Analysis at the Seventh Semester of Department of English Education

of Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State

Islamic University in the Academic Year 2014/2015)

By

Utari Prabawati

109014000078

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS

’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

APPROVAL

An Arror Analysis on

Students’ Ability in Identifying and Writing

Independent Clause and Dependent Clause in an Argumentative

Essay

A Skripsi

Presented to the Faculty of Tarbiyah and Teachers‟ Training in a Partial Fullfillment

of the Requirements for the Degree of Strata 1 (Bachelor of Art) in English Language Education

By: Utari Prabawati

109014000078

Approved by the Advisor

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers‟ Training certifies that the “skripsi” (Scientific Paper) entitled “An Error Analysis on

Students’ Ability in Identifying and Writing Independent Clause and Dependent

Clause in an Argumentative Essay” (An Error Analysis Study in the Seventh

Semester of Department of English Education of Faculty Tarbiyah and Teachers‟

Training of Syarif Hidayatullah State Islamic Universitiy Jakarta in the Academic Year 2014/2015) written by Utari Prabawati, NIM 109014000078 was examined by the Committee on February 24th, 2015. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the Degree of “S.Pd” (Bachelor of Arts) in English Language Education at the English Department.

Saya yang bertanda tangan di bawah ini,

Nama : Utari Prabawati

Tempat, Tanggal Lahir : Bogor, 15 Juni 1990

NIM : 109014000078

Jurusan/Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : An Error Analysis on Students‟ Ability in Identifying and Writing Independent Clause and Dependent Clause in an Argumentative Essay in the Seventh Semester of Department of English Education of Faculty of Tarbiyah

and Teachers‟ Training of Syarif

Hidayatullah State Islamic University Jakarta Academic Year 2014/2015

Dosen Pembimbing

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggungjawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat Ujian Munaqosah.

Jakarta, 26 Januari 2015 Mahasiswa Ybs.

: 1. Drs. Syauki, M.Pd 2. Desi Nahartini, M.Ed

ABSTRACT

Utari Prabawati, 2015. An Error Analysis on Students’ Ability in Identifying and Writing Independent Clause and Dependent Clause in an Argumentative Essay; An Error Analysis Study in the Seventh Semester of Department of English Education of Faculty Tarbiyah and Teachers‟ Training of Syarif Hidayatullah State Islamic Universitiy Jakarta in the Academic Year 2014/2015. Skripsi. Department of English Education, Faculty Tarbiyah and Teachers‟ Training, Syarif Hidayatullah State Islamic Universitiy Jakarta.

Keywords : Errors, identifying, writing, independent clause, dependent clause, argumentative essay.

This study is describing the students‟ errors in identifying and writing independent clause and dependent clause in an argumentative essay at the seventh semester of Department of English Education of Faculty Tarbiyah and Teachers‟ Training of Syarif Hidayatullah State Islamic University Jakarta. The purpose of this is study is to find out the types of errors the students commonly made on their argumentative essay and causes of their errors in writing an argumentative essay.

The research method used in this study was mixed method design. The exploratory sequential design was used as research design to analyze the data qualitatively and quantitatively. Qualitative data acts as the main source in combining data (observation, test, and interview) to get more information about the types of errors and the real cause of errors while quantitative data acts as a bridge to calculate the frequency of errors and the total number of errors. This study was conducted from September to November 2014. The population of the study was all of students in the seventh semester of Department of English Education; There are VII A, VII B, and VII C. 43 students are used as the sample. Simple random sampling is used to get the sample. The data of the study were derived from classroom observation, test, and interview.

The data was then analyzed by using the data analysis procedures by Miles & Huberman: data reduction, data display, and conclusion drawing/verifying. The result of the test shows that there are 398 errors. 42.21% misformation errors, 35.42% omission errors, 16.83% addition errors, 3.02% dangling errors, 2.26% misordering errors, and the last is 0.25% double clause connectors errors. The result

of interview is to know the causes‟ students did error. To sum up, all the errors are caused by intralingual transfer in which the students understood the background knowledge of grammatical structure, they were also able to identify independent clause and dependent clause. However, they were not skillful in applying the grammatical structure and the concept of independent clause and dependent clause into an argumentative essay.

ABSTRAK

Utari Prabawati, 2015. An Error Analysis on Students’ Ability in Identifying and Writing Independent Clause and Dependent Clause in an Argumentative Essay; An Error Analysis Study in the Seventh Semester of Department of English

Education of Faculty Tarbiyah and Teachers‟ Training of Syarif Hidayatullah State

Islamic Universitiy Jakarta in the Academic Year 2014/2015. Skripsi. Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Penelitian ini menggambarkan kesalahan-kesalahan siswa dalam mengenal dan menulis independent clause dan dependent clause dalam sebuah karangan argumentatif pada semester tujuh di Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Tujuan dari penelitian ini adalah untuk menemukan tipe-tipe kesalahan yang sering kali siswa lakukan dalam karangan argumentatif mereka dan penyebab-penyebab dari kesalahan mereka dalam karangan argumentatif.

Motode penelitian yang digunakan dalam penelitian ini yaitu mixed method design. The exploratory sequential design digunakan sebagai model peneilitian untuk menganilisa data secara kualitatif dan kuantitatif. Data kualitatif bertindak sebagai sumber utama dalam menggabungkan data (observasi, test, dan wawancara) untuk mendapatkan informasi lebih mendalam mengenai jenis-jenis kesalahan dan sebab-sebab kesalahan sementara data kuantitatif bertindak sebagai jembatan untuk menghitung kesalahan yang sering muncul dan jumlah seluruh kesalahan. Penelitian ini dilaksanakan sejak bulan September hingga bulan Nopember 2014. Populasi penelitian ini yaitu seluruh mahasiswa semester tujuh di Pendidikan Bahasa Inggris, terdapat kelas VII A, VII B, and VII C. 43 mahasiswa digunakan sebagai sampel penelitian. Sampling acak digunakan untuk mendapatkan sampel. Data penelitian berasal dari pengamatan kelas, tes, dan wawancara.

Data dianalisa dengan menggunakan langkah-langkah yang dikembangkan oleh Miles dan Huberman yaitu reduksi data, model data, dan penarikan/verifikasi kesimpulan. Hasil dari tes menunjukkan bahwa terdapat 398 kesalahan. 42,21% kesalahan pada misformation, 35,42% kesalahan pada omission, 16,83% kesalahan pada addition, 3,02% kesalahan pada dangling, 2, 26% kesalahan pada misordering, dan terakhir yaitu 0.25% kesalahan pada double clause connectors. Hasil wawancara yaitu untuk mengetahui penyebab-penyebab mahasiswa melakukan kesalahan. Dapat disimpulkan bahwa semua penyebab kesalahan dikarenakan intralingual transfer

yang artinya mahasiswa mengerti pengetahuan dasar mengenai susunan gramatika, mereka juga dapat mengenal independent clause dan dependent clause akan tetapi mereka tidak mahir dalam mengaplikasikan susunan gramatika tersebut dan konsep

independent clause dan dependent clause kedalam sebuah karangan argumentatif. Kata kunci : Kesalahan, mengenal, menulis, independent clause, dependent

ACKNOWLEDGEMENT

ْيِحَرلا ِنَمْحَرلا ِ هّ ِمْسِب

In the name of Allah, the Beneficent, the Merciful

All praise be to Allah, the Almighty who bestowed upon the writer in

completing this “skripsi”. Peace and blessing be upon our prophet Muhammad, his tribes, his companions, and his faithful followers. After struggling and passing many obstacles, the writer could finally finish her “skripsi” as the requirement for her to finish her study in Syarif Hidayatullah State Islamic University.

The writer would like to express her great and deepest gratitude to her beloved parents: H. Eddy Wahyudi and Hendrawati, S.Pd, her lovely brothers: Yudha Pratama and M. Kahfi Prayoga, her lovely sister, Christa Pratiwi, her beloved grandmothers: Barkah, Pipih Nafsiah, and E. Mintarsih, and her beloved sister-in-law: Nurmawati, who always give their prayer, love, support, motivation, advice, contribution, and everything that they have given to the writer to finish her study.

The writer also would like to thanks to Drs. Syauki, M.Pd and Desi Nahartini,

M.Ed, as the writer‟s advisor who provided precious time, knowledge, guidance, patience, wisdom, encouragement, attention, ideas, and given the writer many corrections for her writing to be the best. Their help, kindness, and support can not be measured. Their helps and kindnesses never be forgotten in the writer “skripsi”

making process.

In writing this “skripsi”, the writer also gets so much guidance, contribution, suggestion, support, views, and ideas from people around her. Therefore, she would like to express deepest gratitude to:

1. Dra. Nurlena Rifa‟i, M.A., Ph.D, as the Dean of Faculty of Tarbiyah and Teachers‟ Training.

2. Drs. Syauki, M.Pd, as the Head of Department of English Education and as

the writer‟s advisor.

3. Zaharil Anasy, M.Hum, as the secretary of Department of English Education. 4. Siti Nurul Azkiyah, Ph.D, as the lecturer of Academic Writing of Department

of English Education, who helped the writer to do the research.

5. All lecturers in Department of English Education who give their knowledge, support, motivation, advice, and kindness.

6. All friends in English Department, especially Bees class, Amalia Putri, S.Pd, Amalina Shomami, S.Pd, Novera Helsanita, S.Pd, Ratna Sari, S.Pd, Wiwin

Winingsih, S.Pd, Ahmad Subhan, S.Pd, Ismi Putri Rahmah, S.Pd, Tazkiya Hamdah, and so forth, for lending her many books and also for love, suggestion, contribution, support, and kindness, especially when the writer felt hopeless in doing this “skripsi”.

7. Her beloved friends: Ferdi Ramdhan, Dirwan S.KH, Septiyani Aziz, S.Pd, Yodi Syahbana, Selvi Firda Yulianti, Rusdi Abdullah, Bimo Wahyu Ramadhani, Peti Pratiwi, Cynthia Octaprianti, and Zamakhsyari Ahmad, who support and give great motivation for the writer.

8. All beloved friends Himabo (Himpunan Mahasiswa Bogor) Syarif Hidayatullah State Islamic University Jakarta: Anisa Nur Afifah, S.Pd, Nurul Hikmah, S.Pd, Nur Amalia, S.Pd, Sadam Zaenudin, S.Kom.I, Yustia Umamah, S.Pd, Arief Hidayat, Ilham Mabruri, and so forth for love, support, and motivation.

9. The writer also wants to thanks to all people who cannot be mentioned one by one, for all their support and contribution.

May Allah, the Almighty bless them, ameen. The last, the writer always realizes that she has many weaknesses and imperfection in writing this “skripsi”. Hopefully, this “skripsi” could give a little contribution for further researcher.

Jakarta, 26 Januari 2015

TABLE OF CONTENTS

COVER ... i

APPROVAL ... ii

ENDORSEMENT SHEET ... iii

SURAT PERNYATAAN KARYA SENDIRI ... iv

ABSTRACT ... v

ABSTRAK ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF APPENDICES ... xiii

CHAPTER I INTRODUCTION ... 1

A.Background of the Study ... 1

B. Identification of the Problem ... 4

C.Limitation of the Problem ... 5

D.Formulation of the Problem ... 5

E. Objective of the Study ... 5

F. Significance of the Study ... 5

CHAPTER II THEORETICAL FRAMEWORK ... 6

A.Definition of Error Analysis ... 6

B. Errors and Mistakes ... 7

C.Types of Errors ... 8

1. Linguistic Category ... 9

2. Surface Category ... 12

b) Addition ... 13

c) Misformation ... 13

d) Misordering ... 13

3. Comparative Taxonomy ... 14

a) Developmental Errors ... 14

b) Interlingual Errors ... 14

c) Ambiguous Errors ... 14

4. Communicative Effect Taxonomy ... 15

a) Global Errors... 15

b) Local Errors ... 15

D.Source of Errors ... 16

1. Interlingual Transfer ... 16

2. Intralingual Transfer ... 17

E. The Use of Independent Clause and Dependent Clause in English Grammar . 17 1. An Independent clause ... 17

2. A Dependent Clause ... 18

a) Noun Clause ... 19

b) Adjective Clause ... 21

c) Adverb Clause... 22

(1) Adverb Clause to Prhase Reduction ... 23

F. Independent Clause and Dependent Clause in Argumentative Essay ... 25

G.Previous Related Studies ... 27

CHAPTER III RESEARCH METHODOLOGY ... 30

A.Time and Place ... 30

B. Population and Sample ... 30

C.Research Method and Design ... 31

D.Technique of Data Collection ... 31

1. Classroom Observation ... 31

2. The Test ... 32

E. Technique of Data Analysis ... 33

1. Data Reduction ... 33

2. Data Display ... 33

3. Conclusion Drawing/Verifying ... 34

CHAPTER IV RESEARCH FINDINGS ... 35

A.Data Description ... 35

B. Data Analysis ... 36

1. Identifying the Errors ... 36

2. Describing the Errors ... 37

3. Classifying Errors and Calculating the Percentage of Type of Errors ... 76

C.Data Interpretation ... 85

CHAPTER V CONCLUSION AND SUGGESTION ... 88

A.Conclusion ... 88

B. Suggestion ... 90

BIBLIOGRAPHY ... 91

LIST OF TABLES

Table 2. 1 The Area of Grammatical Error ... 9

Table 2. 2 Examples of Independent Clause ... 18

Table 2. 3 Examples of Dependent Clause ... 19

Table 2. 4 Examples of Noun Clause that Function as a Subject or Predicate ... 20

Table 2. 5 Examples of Noun Clause that Introduced by That ... 20

Table 2. 6 Examples of Noun Clause Beginning with If or Whether ... 20

Table 2. 7 The Word Introducing Adverb Clauses ... 23

Table 2. 8 Examples of Eliptical Phrases ... 24

Table 2. 9 Examples of Dangling Phrases ... 25

Table 2. 10 Example of Argumentative Essay ... 26

Table 4. 1 Question Number 1 ... 37

Table 4. 2 Question Number 2 ... 38

Table 4. 3 The Area of Grammatical Error ... 39

Table 4. 4 The Numbers of Errors Based on the Type of Errors and the Percentage of Each Type of Errors ... 76

Tabel 4. 5 The Distribution and the Percentage of Misformation Errors ... 77

Tabel 4. 6 The Distribution and the Percentage of Omission Errors ... 79

Tabel 4. 7 The Distribution and the Percentage of Addition Errors ... 80

Tabel 4. 8 The Distribution and the Percentage of Dangling Errors ... 81

Tabel 4. 9 The Distribution and the Percentage of Misordering Errors ... 82

Tabel 4. 10 The Distribution and the Percentage of Double Clause Connectors Errors ... 82

LIST OF APPENDICES

Appendix 1 The Students‟ Answer Sheet ... 93 Appendix 2 The Result of Students‟ Ability in Identifying Independent

Clause and Dependent Clause ... 102 Appendix 3 The Result of Interview ... 106

1

CHAPTER I

INTRODUCTION

A.

Background of the Study

Students who learn English are expected to master two skills: language skill and language component. In language skills, they learn listening, reading, speaking, and writing, while in language components, they learn grammar, vocabulary, syntax, phonology, semantics, and so forth.

Grammar as a language component is important to be taught. It is because before the teachers introduce a new language, the teachers should have analyzed the form that they are going to teach, for example how the verb is formed, how certain nouns become plural, and also the grammatical pattern that they are going to teach it in.1 In learning grammatical English, students learn a lot of rules in English language such as tenses, prepositions, punctuations, modals, part of speech, kinds of sentences including kinds of clauses (independent clause and dependent clause). Therefore, kinds of clauses (independent clause and dependent clause) will be the major topic in this paper.

Before talking about kinds of clauses (independent clause and dependent clause), the writer will first talk about types of sentences. There are four kinds of sentences: Simple Sentence, Compound Sentence, Complex Sentence, and compound-complex sentence. Simple Sentence is a single independent clause; Compound sentence is two or more simple sentence join together by a comma and a coordinating conjunction; Complex Sentence is sentence that has a main (independent) clause and at least one sub clause (dependent clause).2 The last is compound-complex sentence. Compound-complex sentence is a combination of two or more independent clauses and one or more dependent clauses.3

1

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1991), p. 59.

2

Patricia K. Werner, et al., Interaction 2: Grammar, (New York: McGraw Hill, 2002), 4th edition, p. 175.

3

Alice Oshima and Ann Hogue, Writing Academic English, (New York: Addison Wesley Longman, 1999), 3rd edition, p. 162.

Independent clause is a complete sentence. It containts a subject and a verb that expresses a complete tought. While dependent clause is not a complete idea. It depends on the main clause.4 Learning the differences between independent clause and dependent clauses is important in understanding how to construct sentences and to avoid fragments. When dependent clause is not attached to an independent clause, it is fragment (incomplete idea). The problem will occur if students do not understand enough the difference between independent clause and dependent clause. The first problem, the writer found out some of her friends while she was at seventh semester that her friends used double clause connectors (subordinating conjunction and coordinating conjunction) in one sentence in argumentative essay. It‟s absolutely incorrect because in English grammar there is no subordinator and coordinator in one sentence. The sentence will incorrect if the sentence there is no independent clause in it. The sentence should consists of independent clause and dependent clause in one sentence. Example:

“Although Dona is a rich woman, but she is not arrogant” (incorrect)

DC DC

although is subordinating conjunction

but is coordinating conjunction

“Although Dona is a rich woman, she is not arrogant.” (correct)

DC IC

“When I went to Giant supermarket, so I bought some vegetables DC DC

and meats.” (incorrect)

when is subordinating conjunction

4

Ibid., p. 153.

so is coordinating conjunction

“When I went to Giant supermarket, I bought some vegetables DC IC

and meats.” (correct)

The first line of those sentences is incorrect because there is no independent clause [IC] of those sentences. Meanwhile in the second line is correct because the sentence consists of independent clause and dependent clause.

The second problem, the writer and some of her friends made errors when they were at seventh semester. They usually translated the sentence from Indonesian language into English language. Example:

1. Incorrect: He has already eaten breakfast this morning at 7 o‟clock. (addition of pronoun for this and noun for morning)

Correct: He has already eaten breakfast at 7 o‟clock. 2. Incorrect: Where Sinta lives? (omission of auxiliary verb)

Correct: Where does Sinta lives?

3. Incorrect: I am interesting in his idea. (misuse of verb) Correct: I am interested in his idea.

Because of those reasons, learning English is not easy because English itself

is a foreign language in Indonesia. Learning a foreign language isn‟t like native language learning. In learning a foreign or a second language there would be trial and error.5 When students learn a foreign language, they will learn the different rules of both those two languages. In English language there are 12 verb tenses, meanwhile in Indonesian language, there is no sequence in it sentences. Accordingly, making an error is a natural and unavoidable part of process of learning English. If the teacher did not correct the students when their students made error, their students will be stuck at a plateau, never to go any further or it can be called as the fossilization.6

5

H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Pearson Education, Inc., 2007), 5th edition, p. 257.

6

Retrieved on April 25, 2014, at 1.30 PM, http://www.timothyjpmason.com/WebPages/LangTeach/Licence/CM/OldLectures/L7_Interlanguage. htm#Interlanguage.

There are some factors contributing to students‟ errors, such as interlingual

transfer (errors caused by using language pattern of first language into a second language or the interference of the learner‟s mother tongue) and intralingual transfer

(it reflects learner‟s competence at a particular stage and the outcome from partial

learning of the target language).7 These factors referred to as the source of errors or causes of errors.

Error lies in language performance, and it usually happens on students‟ speaking or students‟ writing, because speaking and writing are productive skills

which are susceptible of error. As Dulay, Burt, and Krashen noted that errors itself are the flawed side of student speech and writing. Errors are parts of conversation or composition that diverges from some selected norm of mature language performance.8 Based on the error made by the writer and some of her friends while they were at seventh semester and some problems that has been described above, the

writer will conduct an error analysis to investigate students‟ ability in identifying and writing independent clause and dependent clause in an argumentative essay at seventh semester of Department of English Education of Faculty Tarbiyah and Teachers Training of Syarif Hidayatullah State Islamic University Jakarta.

B.

Identification of the Problem

According to background of the study above, the writer identifies some problems:

1. Students use double clause connectors in a sentence.

2. Students usually translate the sentence from Indonesian language into English language.

3. Students make errors in writing independent clause and dependent clause in their argumentative essay.

7

Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Mersin University Faculty of Education, Vol. 1, Issue 2, December 2005, p. 263.

8

C.

Limitation of the Problem

Based on the identification of the problems above, the writer limits the

problem only on students‟ errors in writing independent clause and dependent clause

in argumentative essay.

D.

Formulation of the Problem

The formulation of problem involves these research questions:

1. What types of error the students commonly made on their argumentative essay? 2. What are the causes of the students‟ error on their argumentative essay?

E.

Objective of the Study

The objective of this study is to find out the types of error which the students commonly made on their argumentative essay and causes of their errors in writing an argumentative essay.

F.

Significance of the Study

This study would be beneficial especially to the writer who will conduct this research to find out the answer of the research questions. The study would also provide valuable input for lecturers about their students‟ ability in identifying and writing independent clause and dependent clause in an argumentative essay. It would also be beneficial to the other readers who are interested in doing further researches

related to the error analysis on students‟ ability in identifying and writing independent clause and dependent clause in an argumentative essay.

6

CHAPTER II

THEORETICAL FRAMEWORK

A.

Definition of Error Analysis

Error analysis is an ancient study that continuously done and developed by some researchers. As Corder noted that learners‟ errors are significant; it is because they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language.1 In learning a language, there would be trial and error process because error is a natural process when learners learn a second language or a foreign language.

Error analysis deals with learners‟ performance in terms of the cognitive process. Learners usually make errors in recognizing or coding the input they receive from the target language. The principal focus of error analysis is on the evidence of the underlying process of second language acquisition.2

Error which happen on learners‟ competence can be observed, analyzed, even

can be classified to reveal the system operating within the learner. In these sense, as Brown stated on his book that error analysis is the fact that shows learners make errors, and the error itself can be observed, analyzed, and also can be classified to reveal something of the system operating within the learner,caused a surge of study

of learners‟ error, called error analysis.3

Error analysis is not a new development. The analysis of learner errors had long been a part of pedagogy. Some researchers had done the study of error analysis on the past; one of them was Lee. Lee (1957) had done the research on analysis of some 2,000 errors in the written of work of Czechoslovakian learners‟, the result

shows some errors which were „hurriedly grouped into categories‟ such as wrong

punctuation, misuse, or omission of articles, misspellings, non-English constructions,

1

H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Pearson Education, Inc., 2007), 5th edition, p. 257.

2

Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Mersin University Faculty of Education, Vol. 1, Issue 2, December 2005, p. 263.

3

and wrong use of tenses. Lee also argued that such an analysis lies on teachers‟ position in deciding how teaching time should be spent.4

There are three different ways in learners‟ error that suggested by Corder. He

divided into three sides; teachers, researchers, and learners. First, for teachers, the

learners‟ errors could tell them how far towards the goal the learner has progressed and, consequently, what remains for him to learn. Next, for researchers, the errors provide evidence of how language is learnt or acquired and what strategies or procedures the learner is employing in his discovery of language. The last, for learners, committing errors is a way the learner has of testing his hypotheses about the nature of language he is learning (Corder; 1981).5

It can be concluded that the case which happen on learner such as an error, it

can be analyzed and observed. An error itself not only lies on learners‟ side, but also

on teachers to know the goal the learner has progressed or no, and the last on researchers to do more research about error and to know that language is learnt or acquired.

B.

Errors and Mistakes

Talking about error it can be separated with a mistake. In order to analyze

students‟ language in appropriate perspective, it is vital to make the disparity

between mistakes and errors. According to Dictionary of Language Teaching and Applied Linguistics (1992):

Students make a mistake when writing or speaking because of lake of attention, fatigue, carelessness, or some other aspects of performance. Mistakes can be self-corrected when attention is called. Whereas, an error is the use of language regards it as showing faulty or incomplete learning. It means that error occur because the learner does not know is correct, and thus it cannot be self-corrected.6

It can be concluded that students who make a mistake they can be self-corrected but, students who make an error they do not know what they should corrected.

4

Allan G. Bluman, Elementary Statistics: A Step by Step Approach, (New York: McGraw Hill, 2004), 5th edition, p. 48.

5

Meng Zhang, Error Analysis and Interlanguage, Zhengzhou Teachers College in Zhengzhou City, Henan Province, China, smashraf2, on April 29, 2013, p. 86.

6

There are two ways to distinguish between error and mistake.7 The first one is

to check the consistency of learner‟s performance. If learner sometimes uses the crrect form and sometimes the wrong one, it can be categorized into a mistake. However, if learner always uses incorrect, it is called an error. The second one is to ask learner to try to correct his own deviant utterance. Where he is unable to, the deviations are errors; while he is successful, he is mistakes.

According to Brown that mistakes are what researchers have referred to as performance errors. In this sense, the learner knows the system but fails to use it; while errors are the result of one‟s systematic competence, it means that the learner‟s system is incorrect.8 A mistake refers to a performance error, not only learners who learn a second or a foreign language, but also native speakers themselves sometimes make a mistake. Kinds of mistake which is usually done in native speaker production in a second language speech are hesitation, slip of tongue, random ungrammaticalities, and other performance lapses.9 An error denotes a portion of

learners‟ competence in target language.

The conclusion of explanation above is a mistake reveals performance error, and mistake usually can be self-corrected. Meanwhile an error denotes competence error or incomplete learning, and error usually cannot be self-corrected. In her study, to distinguish between error and mistake the writer used time management. To know whether the students did error or mistake the writer added the time to students to check their essay writing. If the students were able to correct, it categorized into a mistake, however if students were not able to correct their essay writing, it categorized into an error.

C.

Types of Errors

Most common errors occur in speaking and writing, because both of them are productive skills which are susceptible of error. Dulay, Burt, and Krashen have reviewed the literature to represent the most useful and commonly used bases for the descriptive classification. According to Dulay, Burt, and Krashen, error types based

7

Vacide Erdogan, loc. cit. 8

H. Douglas Brown, op. cit., p. 258. 9

on category classified into four categories: linguistic category, surface category, comparative taxonomy, and communicative effect taxonomy.10

1. Linguistic Category

Linguistic category taxonomy classified error either or both the language component or the linguistic constituent. Language component involve phonology (pronunciation), syntax and morphology (grammar), semantic and lexicon (meaning and vocabulary), and discourse (style) while linguistic constituent involve the elements that comprise each language component. As example in syntax, error can lies on main clause or subordinate clause which constituent is affected, examples the noun phrase, the auxiliary, the verb phrase, the preposition, the adverb, the adjectives, and so forth. In this study, the writer focuses on syntax and morphology (grammatical area) and semantic and lexicon (meaning and vocabulary). All of these were summarized into the area of grammatical error describe into the table below:

Table 2. 1

The Area of Grammatical Error

Linguistic Category and Error Type Example of Learner Error A. Morphology

1. Indefinite article incorrect

~ a used for an before vowels a eagle

~ an used for a an fish

2. Possessive case incorrect

~ Omission of 's The woman ('s) feet

3. The third person singular verb incorrect

~ Failure to attach -s The cat help(s) man ~ Wrong attachment of -s The orange falls downs

4. Simple past tense incorrect

~ Regular past tense. Omission of -ed She visit(ed) Borobudur

10

temple ~ Adding -ed to past already formed He calleded

~ Irregular past tense. Regularization by

adding- ed He putted the cookie there

5. Past participle incorrect

~ Omission of -ed He was call(ed)

6. Comparative adjective/adverb incorrect

~ Use of more + er He got up more higher

B. Syntax

1. Noun Phrase

a. Determines

~ Omission of the article He no go in (the) hole ~ Use of possessive with the article He put it in the his room

b. Nominalization

~ Simple verb used instead of -ing By to cook (cooking) it ~ Preposition by omitted The dove helped (by) him

putting leaf on the water

c. Number

~ Substitution of singular for plural She got some leaf (leaves) ~ Substitution of plural for singular She stabs him in the feet

(foot)

d. Use of pronouns

~ Omission of the subject pronoun (He) pinch the man

~ Omission of the “dummy” pronoun it Is (it) nice to mock person? ~ Omission of the object pronoun I don‟t know (it) in English ~ Alternating use of pronouns by number as

well as gender

So she can eat it (referring to manggo)

~ Subject pronoun used as a redundant element My brother he goes to Palestine

e. Use of prepositions

~ Omission She came (to) the Fay's party

~ Misuse She fell down from (for into)

the water

2. Verb Phrase

a. Omission of verb

~ Omission of main verb She (drives) a car every morning

~ Omission of to be He (is) in the kitchen

b. Use of progressive tense

~ Omission of be She (is) going

~ Replacement of –ing by the simple verb form The bird was shake(ing) his head

~ Misuse of verb She is drives(ing) right now ~ Misuse of the progressive for the simple past Then the man shooting (shot)

with the gun

3. Verb-and-verb construction

~ Embedding of a noun-and-verb construction

in another noun-and-verb construction I go to play (I go and I play) ~ Omission of to in identical subject

construction I go (to) work

~ Omission of to in the verb-and-verb construction

I see a bird (to get) got the leaf

~ Attachment of the past marker to the

dependent verb He was going to fell (fall)

4. Word order

~ Repetition of the object The snake (object) he was gonna shoot it (He was gonna shoot the bird)

go to Singapore by plane) ~ Adjectival modifies placed after noun She put it inside her house a

little round (She put it inside a little round her house)

5. Some transformation

a. Negative transformations

~ Formation of no or not without auxiliary do He (do) not play anymore

~ Multiple negation She doesn‟t know nothing

(She knows nothing)

b. Question transformation

~ Omission of auxiliary How (can) he go there? c. There transformation

~ Omission of there Is (there) one bird?

d. Subordinate clause transformation

~ Use of for for so that For (so that) the ant could get out

2. Surface Category

Surface category highlight the ways surface structures are converted. Students sometimes omit necessary items or add unnecessary ones; they may misform items or misorder items. Furthermore, omission, addition, misformation, and misordering would be described in paragraph below:

a) Omission [Ø]

Omission is ungrammatical. Students usually omit some required element in grammatical. Example, A strange thing happen [ed] to me yesterday. Indicates that one item is omitted, which is „ed‟. The word

„ed‟ is grammatical verb form that plays an important role in constructing

inflection. Noun or verb inflection such as the –s in birds, the –ed in

happened, the –ing in laughing, etc).

Other example is The audiences are sitting [on] the chair. The second

sentence is also omitted, which is „on‟. The word „on‟ is functions as

prepositions. Without the word „on‟, the second sentence can‟t be a

proper sentence. b) Addition

In this kind of error, Dulay, Burt, and Krashen suggest there are two subtypes. First, regularization, which involves overlooking exceptions and spreading rules to domains where they do not apply, as in womans for women, buyed for bought, etc. Second, double marking, it means that

students use two tense markers in a sentence, as in she didn‟t went back,

he doesn‟t knows me, and so forth.11 Another example, in morphology,

The books is here. In syntax, The London, The Jakarta. c) Misformation

Misformation means selection or misuse. Misformation errors are marked by the use of the wrong form of the morpheme or structure.12 Example, in morphology, My friends is oldest than me. In syntax, I want

thatshe comes here. d) Misordering

Misordering or word order, as Dulay, Burt, and Krashen states, is the result of learners rely implement word-for-word translation of native language surface structure when producing written or spoken utterances in the target language.13 It is also characterized by incorrect placement of morpheme or group of morphemes. As example, in pronunciation, fignisicant for significant, prulal for plural. In morphology, get upping for

11

Carl James, Errors in Language Learning and Use, (New York: Addison Wesley Longman Inc., 1998), p. 107.

12

Heidi Dulay, op. cit., p. 158. 13

getting up. In syntax, he is a dear to me friend for he is a dear friend to me. In lexicon, key car for car key.

3. Comparative Taxonomy

The types of errors in comparative taxonomy are classified based on comparisons between the structure of second language and other types of constructions.14 There are three types of errors in this category: developmental errors, interlingual errors, and ambiguous errors.

a) Developmental Errors

These errors are errors that made by children learning the target language as their first language. In this type of errors, the L2 and L1 are compared. Example: Dog eat it. The omission of the article and the past tense can be classified as developmental because it also found in the speech of children learning English as their first language.

b) Interlingual Errors

Interlingual can be interpreted as transfer. The learner‟s native

language somehow automatically interferes with the learning of the L2 or

automatically transfers to the learner‟s developing L2 system.15 Interlingual errors are lies in structure to a semantically equivalent phrase

or sentence in the learner‟s native language. Example: Dog eat it. The researcher would translate the grammatical form The dog ate it, then

compare both sentences to see if the learner‟s L1 structure is discernible in the L2 sentence.

c) Ambiguous Errors

Ambiguous errors reflect the learner‟s native language structure, and

at the same time, they are found in speech of children acquiring a first language. Therefore ambiguous errors could be classified as well as developmental or interlingual errors.

14

Heidi Dulay, op. cit., p. 163. 15

4. Communicative Effect Taxonomy

Communicative effect focuses on the perspective of error effect on the listener and reader. Communicative effect distinguishes between errors and mistake that cause miscommunication. Errors that affect the entirety organization of the sentence hinder successful communication, if only a single element of the sentence do not hinder communication. There are two types of errors in this category: Global Errors and Local Errors.

a) Global Errors

Global errors hinder communication. It prevents the message from being comprehend. Example: I like bus but my father said so not that we must be late for school.

b) Local Errors

Local errors do not prevent the message from being understood because there is a single element of a sentence that the hearer can get the meaning. Example: If I hear from her, I would (will) let you know.

For this study, the writer will only use two categories, linguistic category and surface category, because this study focuses on the writing skill. The writer used linguistic category because she used two language components of linguistic category are syntax and morphology (grammar), semantics and lexicon (meaning and vocabulary) which is these language components emphasize on writing skill. Surface category used in this study because the writer also focuses on the aspect of errors. There are four types of error in this category are omission, addition, misformation, and misoredering. From linguistic category (syntax, morphology, semantic, and lexicon) the writer can classify the types of errors (omission, addition, misformation, and misoredering) which is in surface category. Both linguistic category and surface category are interrelated.

While comparative taxonomy do not used in this study because the purpose of this study do not compare the structure of second language errors and other types of constructions. Communicative effect taxonomy

also does not used in this study because it focuses on the perspective of error effect on the listener and reader, while the purpose of this study emphasize on writing skill.

D.

Source of Errors

Study a foreign language or a second language naturally there will be trial and error approach. Most common error happens in speaking and writing. The source of errors can be caused by interlingual transfer and intralingual transfer (in other word, L1 and L2) interference.16

1. Interlingual Transfer

Interlingual transfer is a significant source of error for all learners. It is caused by behaviouristic approach of language transfer. It is habitual of learners when they learn a foreign or a second language; they use language patterns of first language into a second language or the interference of the

learner‟s mother tongue. Interlingual error appears at different levels like

transfer of phonological, morphological, grammatical and lexica-semantic elements of native language into target language.17

Vacide Erdogan (2005) reported a study about error analysis which had been done at Turkish learners.18 The teacher of Mersin University Faculty of

Education had done the study about students‟ error at phonological level and morphological level. At phonological level the result shows that Turkish‟ learners mispronounce some sounds like „th‟ of „thank you‟ as „t‟ of „tea‟; or

„th‟ of „they‟ as„d‟ of „dean‟. And sometimes they place a vowel between two

consonants at the beginning of a word, example, „station‟ become „sitation‟.

Another error that happen in Turkish‟ learners are on morphological level.

They tend to omit the plural suffix at the end of the word, example, „three chair‟, „five students is coming‟, and so forth.

16

Vacide Erdogan, op. cit., p. 265. 17

Ibid. 18

2. Intralingual Transfer

Intralingual transfer is a major factor in second language learning. Intralingual error is the outcome from partial learning of the target language rather than language transfer.19 It means that students know the background knowledge, the structure or grammatical of target language, but they do not know the overall. In other word, intralingual errors occur as a result of

students‟ attempt to build up the concepts and hypotheses about the target

language from students‟ limited experience.

As Vacide Erdogan had done the study of error analysis at Turkish learners, the error not only occurs in interlingual transfer but also in intralingual transfer. In this case, students attempt to use two tense markers at the same time in one sentence since they have not mastered the language yet.

For example, „He made me to smile‟, I want learning Arabic, „He is comes

here‟, and so forth.

E.

The Use of Independent Clause and Dependent Clause in

English Grammar

Before understanding the different kinds of clauses, it is important to understand what a clause is. A clause is a group of words containing a subject and a verb. On the other hand, if a group of related words does not contain a subject with an attached verb, it is simply a phrase.20 There are two kinds of clauses: Independent and Dependent.

1. An Independent clause

An Independent clause (or main clause) is a complete sentence. It can stand alone as a sentence by itself. An independent clause contains the main subject and verb of sentence, often a complement to express a complete thought.21

19

Ibid., p. 266. 20

Betty Schrampfer Azar, English Grammar: Understanding and Using, 3rd edition, (New York: Longman, 1999), p. 239.

21

Alice Oshima and Ann Hogue, Writing Academic English, (New York: Addison Wesley Longman, 1999), 3rd edition, p. 153.

Table 2. 2

Examples of Independent Clause

Part Subject Verb Complement

A

He ran

I was late to work

Various elements contributed to the success

B

Where does Fay live?

What happened with you?

Notice that while the first sentence only contains two words, it is still a complete sentence because it contains one subject (He) and one verb or predicate (ran) that is also a complete idea. For part A is a statement and part B is a question.

2. A Dependent Clause

A Dependent clause begins with a subordinator such as when, before, even though, as soon as, whether, if, since, while, if, that, because, although, and so forth.22 A dependent clause also has a subject and verb, but alone, it is not complete sentence: it depends on the main clause.23

22

Marcel Danesi, Basic American Grammar and Usage: An ESL/EFL Handbook, (New York: Barron‟s Educational Series, Inc., 2006), p. 247.

23

Patricia K. Werner, et al., Interaction 2: Grammar, (New York: McGraw Hill, 2002), 4th edition, p. 180.

Table 2. 3

Examples of Dependent Clause

Notice that dependent clause can‟t stand alone; it must be connected to

independent clause to make a complete sentence. When independent clause is not attached to an independent clause, it is a fragment (incomplete idea).

A dependent clause also has another elements, it is named a dependent word. In the preceding dependent clause, dependent words appear in bold type. There are three main types of dependent clause: noun, adjective, and adverb.

a) Noun Clause

A noun clause is any dependent clause that can function as a subject or predicate (object).24

24

Marcel Danesi, loc. cit. Main clause

Dependent clause

(sentence fragment)

Complete sentence

Almost 200 people were evacuated

because the city was struck by a powerful earthquake

Because the city was struck by a powerful earthquake, almost 200 people were evacuated. We were very afraid of

cockroach

when we were children When we were children, we were very afraid of cockroach

I know where Shofie lives I know where Shofie

Table 2. 4

Examples of Noun Clause that Function as a Subject or Predicate

As subject As predicate

Where Fay lives is very large. I do not know where Fay Live.

What he said was interesting. I heard what he said.

A noun clause can also be introduced by that (known as a complementizer):

Table 2. 5

Examples of Noun Clause that Introduced by That

As subject As predicate

That Joe loves Bali is obvious. It is obvious that Joe loves Bali.

That the world is round is a fact It is a fact that world is round.

Noun clause beginning with if or whether (indirect Yes/No questions):

Table 2. 6

Examples of Noun Clause Beginning with If or Whether

Yes/No question Main Clause

Noun Clause (indirect Yes/No question) Did he see you? Do you know If/whether he saw you (or not)? Are they hungry? I don‟t know If/whether they‟re hungry (or not).

b) Adjective Clause

Adjective clause (also called a relative clause) is a dependent clause that modifies a noun. It describes, identifies, or gives further information about a noun.25 An adjective clause consists of a subject and a predicate that modifies a preceding noun or pronoun (its antecedent). Adjective clause introduced with relative pronouns such who, whom, which, or that.26 The introductory word who or that refers to a person, which or that to a thing, when to a time, where to a place, why to a reason.

Adjective clause pronouns used as the subject, example:

“I thanked the woman who helped me.”

Notice that I thanked the woman is an independent clause; who helped me is an adjective clause. The adjective clause modifies the noun woman.

Adjective clause pronouns used as the object of a verb, example:

“The man who(m) I saw was Mr. Ferdy” or

“The man that I saw was Mr. Ferdy”

Notice that Who is usually used instead of whom, especially in speaking. Whom is generally used only in very formal English.

Reduced Adjective Clause. Adjective clause can be reduced to an adjective phrase. An adjective phrase modifies a noun. An adjective phrase does not have a subject and a verb. There are two ways to reduce an adjective clause:

(1) If the adjective clause has form of be, the subject relative pronoun and the form of be were omitted.

Adjective clause : Do you know the woman who is standing by the window?

25

Betty Schrampfer Azar, op. cit., p. 267. 26

Milada Broukal and Ingrid Wisniewska, Grammar: Form and Function, (New York: McGraw-Hill, 2005), p. 140.

Adjective phrase : Do you know the woman standing by the window?

Clause : The words that are underlined in red have errors. Phrase : The words underlined in red have errors.

(2) If there is no form of be in the adjective clause, the subject pronoun is omitted and change the verb to the present participle (-ing form).

Clause : Anyone who wants to send a message can use these computers to do so.

Phrase : Anyone wanting to send a message can use these computers to do so.

Clause : The Inuit have about 70 words that describe different kinds of snow.

Phrase : The Inuit have about 70 words describing different kinds of snow.

c) Adverb Clause

An adverb clause is dependent clause that functions as an adverb.27 An adverbial clause consist of a subject and predicate introduced by a subordinating conjunction like when, although, because, if, and so forth. Such a clause may be used in initial position, final position, and occasionally in mid-position with the main verb of the sentence.

“Because he was sleepy, he went to bed.”

“He went to bed because he was sleepy.”

Notice that Because he was sleepy is an adverb clause. Because an adverb clause precedes an independent clause, as in (a), a comma is used to separate the clauses. Because the adverb clause follows, as in (b), usually no comma is used.

27

Table 2. 7

The Word Introducing Adverb Clauses28

Time

after, before, when, while, as, as soon as, since, until, by the time, once, as long as, whenever, every time that.

Cause and effect because, now that, since.

Contrast even though, although, though, while,

whereas.

Condition if, unless, only if, whether or not, even if, in case, in the event that.

(1) Adverb Clause to Prhase Reduction

An adverb clause also can be reduced as well as adjective clause. An adverb clause does not have a subject or a verb. It consists of a present or past participle and an adverb clause time marker. The present participle replaces verbs in the active voice, and the past participle replaces verb in the passive voice.29

Adverb clause : The Internet was for the use for university and government scientists when it was originally

invented.

Adverb phrases : When originally invented, the Internet was for the use for university and government scientists. The modifying adverb phrase can come before or after the main clause. A comma is used after the adverb phrase when it comes at the beginning of sentence.

28

Marcel Danesi, loc. cit. 29

“Since starting this class, she has made a lot of friends.”

“She has made a lot of friends since starting this class.”

An adverb clause can be changed into an adverb phrase when the subject of the main clause and the adverb clause are the same.

“Before I came to the United States, I took some English classes.”

“Before coming to the United States, I took some English classes.”

“While I walked, I ran into my best friend.”

“While walking, I ran into my best friend.”

Notice that sometimes while can be omitted if it start the sentence and still

keep the meaning “at the same time.” “Walking, I ran into my best friend.”

Upon or on is sometimes used in place of when in an adverb phrase. The meaning is the same.

“When we entered the house, we took off our shoes.”

“Upon entering the house, we took off our shoes.”

“On entering the house, we took off our shoes.” (a) Eliptical Phrases

Adverb clause with the verb be can be reduced if the subjects in the main and adverb clause are the same.30 To do this, omit both the subject and the verb be.

Table 2. 8

Examples of Eliptical Phrases

Clause Phrase Notes

When they were finished with the research, they left

(When) finished with the research, they left

When and while can be omitted in

30

Patricia K. Werner and John P. Nelson, Mosaic 2: Grammar, 4th edition, (New York: McGraw-Hill Companies, 2002), p. 365.

the village. the village. elliptical phrases. Although she was tired

and hungry, she kept traveling.

Although tired and hungry, she kept traveling.

Although and if are never omitted in these phrases.

(b) Dangling Phrases

Phrases must have the same logical subject as the independent clause. Phrases that do not are ungrammatical named dangling phrases. To correct a dangling phrase, either expand the phrases into a full clause or change the independent clause, it has the same logical subject as the phrase.

Table 2. 9

Examples of Dangling Phrases

Dangling Phrase Implied Meaning Corrected Sentence

Having lived for 100 years, the doctors were amazed at my grandmother.

The dangling phrase implies that the doctors had lived for 100 years.

Because she had lived for 100 years, the doctors were amazed at my grandmother.

After finishing the operation, the patient was given a sedative.

The dangling phrase would imply that the patient finished the operation.

After finishing the operation, the doctor gave the patient a sedative.

F.

Independent Clause and Dependent Clause in Argumentative

Essay

Most of the papers that students write in college are essays or special forms of essays such as reports or research papers. An essay is a piece of writing consists of several paragraph long instead of just one or two paragraphs.31 Essays take a variety

31

of forms such as argumentative, narrative, descriptive, and expository32; an argumentative essay will be the major focus in this study. Afterwards, what is argumentative essay? An argumentative essay is a genre of writing that requires the student to investigate a topic, involving collect, generate, and evaluate evidence; and establish a position on the topic in brief.33 As the name of argumentative itself, an argumentative essay is an essay in which the writer agree or disagree with an issue, it can be pros and cons of the issue, and the goal of an argumentative essay is to try to

persuade the readers to agree with the writer‟s opinion about a controversial topic.

Below is the example of argumentative essay which consist of independent clause and dependent clause in complex sentence in it. Independent clause marked with blue, while dependent clause marked with red.

Table 2. 10

Example of Argumentative Essay

Teenagers Have Jobs While They Are Still Students

Many teens workwhile they are studying. Some of them really need the money they earn to compensate for their school expenses whereas others use the money they earn as pocket money. Working is a great experience for teens; having a job is an important opportunity to learn about responsibility, cooperation, and the value of money.

To start with, working gives teenagers lots of situationsin which they must act responsibility in order to keep their jobs. For example, one has to wake up early if work starts at 8.00 AM, no matter how late he/she stayed up the night before. Otherwise the worker will be warned or may eventually be fired. The real possibility of being fired may force students to behave responsibly.

A second reason why having jobs has positive effects on teenagers is that it teaches them how to cooperate and the importance of cooperation. In a work setting

32

H. Ramsey Fowler, The Title Handbook, (New York: Longman, 2011), p. 2. 33

Retrieved on March 10th, 2013, at 11.46 AM https://owl.english.purdue.edu/owl/resource/685/05/

employees often have to depend on each other. When a single employee loafs, others will have to compensate for his/her workload in addition to their own tasks. Students will learn from their working experience the importance of cooperationand why every individual should effectively carry out his/her own work.

Another point is that these working possibilities enable the students to understand the value of money and that “Money does not grow on trees”. After the

student sees how hard he/she has to work to earn money, he/she will also be more reasonablewhile spending it. Thus, working helps lead to responsible spending.

In conclusion, when one has a job as a student, he/she will benefit significantly from the experience. This way, students will be more responsiblewhen they graduate. Furthermore, they will be more cooperative and better able to work as part of a team. Finally, since they‟ll be cautious about spending their money, they will be less likely to get into trouble due to excessive spending. All in all, having jobs as students is a terrific idea and I think every student should have a working experiencebefore graduating and starting their professional careers.34

G.

Previous Related Studies

Some researchers have conducted the studies of error analysis and the study of identifying independent clause and dependent clause in the previous time. The writer used some of those relevant previous studies in order to support her study and it also used for positioning and comparing with her study to avoid plagiarism from some aspects such as the problem, variable, methodology, and so forth. There are three relevant studies which outlined by the writer.

First one, a previous study by Fahru Rijal (2010), he reported study of The

Students‟ Ability in Identifying Independent Clause and Dependent Clause in a

34

Retrieved on August 28th, 2014, at 8.10 PM, http://www.antiessays.com/free-essays/In-Some-Countries-Teenagers-Have-Jobs-307777.html

Sentence in fifth semester of English Education Program of the Faculty of Teacher Training and Education Science of Ibn Khaldun University Bogor. The population of the study was 90 students consisting of three classes of semester V 2009/2010 of English Education Program, and total of the samples were 21 students which taken only one class that is V-B.

Moreover, the researcher used three instruments on his study: written test, observation, and interview. The test consists of multiple choices and essay test. Then, the result shows that error happen in identifying independent clause and dependent clause, but most of students are in able category in identifying independent clause and dependent clause in a sentence. It can be shown that 85% students are in able category, 14,5% students are in unable category. It can be concluded that less error appear in fifth semester of English Education Program of the Faculty of Teacher Training and Education Science of Ibn Khaldun University Bogor.

Another research had been done by Bena Florita (2010), she reported a study of An Error Analysis on the Translation of English Noun Phrases into Indonesian in fifith semester students of English Department of Teacher Training and Education Faculty of Sebelas Maret University of Surakarta. The sample of her study was 30 students. The researcher used only one intrusment that is an essay test. After counting of errors, the result can be shown that 355 errors (39.44 %) made by the students. There are four types of errors made by the students in translating English noun phrases into Indonesian. They are omission errors (175 or 49.30% of the total number of errors), misformation errors (144 or 40.56% of the total of errors), misordering errors (27 or 7.61% of the total number of errors), and addition errors (9 or 2.53% of the total number of errors). From all types of error, omission errors have the highest number of errors.

The last previous study was An Error Analysis on Students‟ Using Passive Voice of Future Tense in the second year of Islamic High School Sirojul Munir

Bekasi that had been done by Nur Rif‟atul Izzah (2013). The sample of her study was 30 students. The researcher used three instruments in her study: test, observation, and interview. The researcher gave written test, it consist of 30 questions. 10 questions were changing the active sentences into passive sentences in passive voice of future

tense, 10 questions were changing the positive of active sentences into passive in negative sentences, and the last 10 questions were changing the interrogative of active sentence into passive one. The result showed that 60.72% for usage of passive voice in future tense and 39.27% for usage of passive voice in future perfect tense. The classifying of error were omission error, misformation error, and addition error. The highest frequency of error is in omission error (77.30%), the next is misformation error (26.43%), and the lowest frequency of error is addition error (26.17%).

Based on the finding of those previous studies, it can be concluded that many students still do errors whether in speaking skill or writing skill. Furthermore, those

previous studies have some similar and different aspects with the writer‟s study. The

similar aspect was from the study of error analysis in written test (writing skill), while the purpose, sample, research metholody of the study are different aspects that distinguish the studies.

30

CHAPTER III

RESEARCH METHODOLOGY

A.

Time and Place

This research was conducted at Department of English Education of Faculty Tarbiyah and Teachers‟ Training of Syarif Hidayatullah State Islamic University Jakarta in the academic year 2014/2015 which is located on Jl. Ir. H. Juanda No. 95 Ciputat, South Tangerang. It was carried out on Wednesday, September 3rd, Tuesday, September 16th, and Tuesday, November 4th, 2014.

B.

Population and Sample

The population of this research was all of students in the seventh semester of Department of English Education of Faculty Tarbiyah and Teachers‟ Training of Syarif Hidayatullah State Islamic University Jakarta. The sampling techniques that the writer used was simple random sampling. It was used to represent the population in which every member of the population has equal opportunities of being selected.1 There are three classes: VII-A, VII-B, and VII-C. Each class has different total number of students, in class A consist of 24 students, class B consist of 33 students, and class C consist of 28 students, and the all of students were 85 students and the writer took 50% (43 students) of the population as a sample that is chosen randomly. The writer used a fishbowl technique as a method in simple random sampling.2 The stages are as follows:

a. Making the list of individuals.

b. Writing down each student number on a small piece of paper. c. Enrolling the papers.

d. Putting the rolled paper into a container. e. Shaking the container well.

1

Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education, 3rd edition, (New York: McGraw-Hill, 2003), p. 99.

2

Alimuddin Tuwu, Pengantar Metode Penenlitian, (Jakarta: Universitas Indonesia Press, 1993), p. 164.

C.

Research Method and Design

The research method used in this study was mixed method design. Mixed method design is a procedure of research for collecting, analyzing, and mixing both quantitative and qualitative methods in a series of studies to understand a research problem.3 Mixed method design is used when one type of research is not enough to answer the research questions; more data is needed to explain or elaborate on the data. In this study, the writer used the exploratory sequential design as her research design in which the purpose of this research design involves the procedure of first collecting qualitative data to explore a phenomenon then collecting quantitative data to explain relationship found in qualitative data.4 Qualitative data acts as the main source in combining data (observation, test, and interview) to know the types of errors and the causes of errors while quantitative data acts as a bridge to calculate the frequency of errors and the total number of errors obtained from the test.

D.

Technique of Data Collection

Technique of data collection obtained from classroom observation, written test, and interview. The writer would explain each techniques of data collection.

1. Classroom Observation

The first step that the writer has done in this research was observation. The writer used systematic observation.5 In systematic observation the setting of observation is limited, and the writer did visual image while doing classroom observation. The instrument that the writer used was mobile phone to take a picture. It was used to get much data about phenomenon that would be investigated. The writer as the researcher acts as non-participant observer in which the writer did not try to become a participant in the context. The

3

John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (New York: Pearson Education, 2012), 4th edition, p. 535.

4

Ibid., p. 543. 5

Emzir, Metodologi Penelitian Kualitatif: Analisis Data, (Jakarta: Raja Grafindo Persada, 2010), p. 39.

writer was only watching rather than taking part.6 The observation including: checked the location of classroom, asked permission to the lecturer at the class, observed the teaching and learning process, and observed the characteristic of each class. The writer did classroom observation while she was giving the test to the participants.

2. The Test

The test was the second step that the writer used in this research. The writer divided the test into two parts: part A and part B. On the part A of the test, the students were asked to find out two complex sentences then identify which one independent clause and dependent clause (including the types of dependent clause: noun clause, adjective clause, and adverb clause) in the argumentative essay. On the part B of the test, the students were asked to write an argumentative essay using some topics that have been provided. 3. Interview

Interview was the third step that the writer used in this research. In this step, the writer only took some students who did the highest number of errors. The writer used semi-structured interviews to support the data which was obtained from classroom observation and the test. The writer used this type of interview because the questions can be prepared ahead of time, encourages two-way communication, encourage interviewees to relate experiences and

perspectives that are relevant to the participants‟ problems of interest.7 The writer also took a record while doing interview. The interview consists of two main topics; first one, students‟ comprehension of independent clause and dependent clause and the last one, students‟ cause in doing error in their essay writng.

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Sari Wahyuni, Qualitative Research Method: Theory and Practice, (Jakarta: Salemba Empat, 2012), p. 23.

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E.

Technique of Data Analysis

After the data were collected, the next step was analyzing the data. The writer used Miles & Huberman Model in technique of data analysis.8 According to Miles & Huberman, there are three stages they are: Data Reduction, Data Display, and Conclusion Drawing/Verifying, these three stages is forming a cyclic process of interactive.

1. Data Reduction

Data reduction including summarizes activities. The writer summarizes the data gained by observation, test, and interview. By observation, the writer summarizes the teaching and learning process supports with photos and summarizes the students activities while doing the test. By the test, the writer summarizes the result of the test. By interview, the writer summarizes the

students‟ cause in doing error in their essay writing from recording into a

paper. The writer wasn‟t summarize the whole things, but she was only summarized which is important to be presented.

2. Data Display

After reducing the data, the next stage was presenting the data or data display. The writer used narrative text as the data display. The data obtained from observation, test, and interview. On obrservation, the writer explained the result of observation in which the writer observed the characteristic of each class while teaching and learning processes. On the test, the writer explained the result of the test in which the test divided into two parts: part A and part B. On the part A, the students as participants were asked to identify independent clause (IC) and dependent clause (DC) included the types of dependent clause: noun clause, adjective clause, and adverb clause. The purpose of this test is the writer would like to know their ability in identifying independent clause and dependent clause in an essay. On the part B of the test, the students were asked to write argumentative essay. The purpose of this test is the writer would like to know whether their ability in identify IC and DC can be applied into their

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Q : How many types of dependent clause? A : Noun clause, adjective clause.

Q : What cause that make you did error in your essay writing?

A : I didn‟t focus when I did it, because I need a good mood when I wrote. I feel also lack in grammatical.

Q : Do you comprehend with the material of independent clause and dependent clause?

A : I comprehend enough with the material of independent clause and dependent clause, but I cannot apply it into the sentence.

Q : How is about the lecturer explanation? A : The lecturer explanation was clear enough.

*showing her sentence that her sentence is error (dangling/different subject)

Q : Here is your writing, according to you; is this sentence correct or incorrect? The sentence : If parents let teens make their own decisions before they

maturation, it is same with parent let teens make wrong decisions. A : I think is incorrect. The error lies on dependent clause. Its sentence there is

no independent clause or maybe I should not put the coordinator “if”. Interviewee 14 : Student number 74 / VII A

Q : What is independent clause?

A : Independent clause is a complete sentence. It has a subject, verb, object, and adverb.

Q : What is dependent clause?

A : Dependent clause is not a complete sentence. Q : How many types of dependent clause?

A : Adverbial clause, adjective clause, noun clause.

Q : What cause that make you did error in your essay writing? A : Perhaps, I felt so tired or learning so I cannot concentrate to do it.

Q : Do you comprehend with the material of independent clause and dependent clause?

A : I comprehend with the material of independent clause and dependent clause. *showing the sentence that its sentence is error (dangling/different subject)

Q : Here is a sentence, according to you; is this sentence correct or incorrect? The sentence : Cigarette smoking is bad for people with low economy because

they are only waste their money for something which is unimportant.

A : I think it is incorrect. The error lies on cigarette smoking, the word of “cigarette” it should be omitted. The word “they” it should be changed become “it”

Q : According to you, where is the sentence which is independent clause? A : Cigarette smoking is bad for people with low economy.

Q : Where is the sentence which is dependent clause?

A : Because they are only waste their money for something which is unimportant, and “because” here is part of prepositional clause while “which” here is part of adjective clause.

Interviewee 15 : Student number 62 / VII A Q : What is independent clause?

A : Independent clause is the clause that can stand alone and meaningful. Q : What is dependent clause?

A : Dependent clause is the clause that need independent clause. If there is no independent clause, it sentence will meaningless.

Q : How many types of dependent clause? A : I forget.

Q : What cause that make you did error in your essay writing?

A : Perhaps, I do not maximal to do it and also I did it when I was eating, so I did not concentrate at that time.

Q : Do you comprehend with the material of independent clause and dependent clause?

A : I comprehend enough with the material of independent clause and dependent clause.

Q : How is about the lecturer explanation? A : The lecturer explanation was clear.

*showing her sentence that her sentence is error (dangling/different subject)

Q : Here is your writing, according to you; is this sentence correct or incorrect? The sentence : Homework can make students become more diligent because they

will study to check and do their homework.

A : I think is correct. No, I think is incorrect. The sentence should become “homework can make students become more diligent because it will make students be able to check and do their homework”.

Q : According to you, where is the sentence which is independent clause? A : Homework can make students become more diligent.

Q : Where is the sentence which is dependent clause?

A : Because they will study to check and do their homework.

Interviewee 16 : Student number 80 / VII A Q : What is independent clause?

A : Independent clause is the clause that can stand alone. Q : What is dependent clause?

A : Dependent clause is the clause that needs another clause. Q : How many types of dependent clause?

A : I forget.

Q : What cause that make you did error in your essay writing?

A : Perhaps, I feel so tired of learning, and also I feel confuse so I cannot focus to do it.

Q : Do you comprehend with the material of independent clause and dependent clause?

A : I comprehend with the material of independent clause and dependent clause, but sometimes I feel confuse to identify which one independent clause and which one dependent clause.

A : The lecturer explanation was clear.

*showing the sentence that its sentence is error (dangling/different subject)

Q : Here is a sentence, according to you; is this sentence correct or incorrect? The sentence : Cigarette smoking is bad for people with low economy because

they are only waste their money for something which is unimportant.

A : I think it is incorrect. The error lies on cigarette smoking, it should be smoking cigarette.

Q : According to you, where is the sentence which is independent clause? A : Cigarette smoking is bad for people with low economy.

Q : Where is the sentence which is dependent clause?

A : Because they are only waste their money for something which is unimportant, and “because” here is part of noun clause while “which” here is part of adjective clause.

Interviewee 17 : Student number 81 / VII A Q : What is independent clause?

A : Independent clause is the sentence that can stand alone. Q : What is dependent clause?

A : Dependent clause is the sentence that needs conjunction. Q : How many types of dependent clause?

A : Noun clause, adjective clause, adverb clause.

Q : What cause that make you did error in your essay writing? A : I feel lack of grammatical, and also I do not concentrate to do it.

Q : Do you comprehend with the material of independent clause and dependent clause?

A : I do not comprehend with the material of independent clause and dependent clause.

Q : How is about the lecturer explanation? A : The lecturer explanation was clear.

*showing the sentence that its sentence is error (dangling/different subject)

Q : Here is a sentence, according to you; is this sentence correct or incorrect? The sentence : All kinds of competition is bad because people just think that

competition is just look at result. A : I think it is correct.

Q : According to you, where is the sentence which is independent clause? A : All kinds of competition is bad.

Q : Where is the sentence which is dependent clause?

A : Because people just think that competition is just look at result. “Because” here refers to noun clause.

Interviewee 18 : Student number 39 / VII A Q : What is independent clause?

A : Independent clause is the sentence that meaningful. Q : What is dependent clause?

A : Dependent clause is the sentence that needs another sentence to know the meaning itself.

Q : How many types of dependent clause?

A : Noun clause, adverb clause, and adjective clause.

Q : What cause that make you did error in your essay writing?

A : I didn‟t focus because I didn‟t rigorous. And also I feel lack of grammatical. Q : Do you comprehend with the material of independent clause and dependent

clause? How many percent that you feel comprehend it?

A : I comprehend enough with the material of independent clause and dependent clause. It is approximately 50%.

Q : How is about the lecturer explanation? A : The lecturer explanation was clear.

*showing her sentence that her sentence is error (dangling/different subject)

The sentence : Teacher give some feedback because the students are also need it. A : I think is incorrect. The error lies on the verb “give” it should be add –s. Q : According to you, where is the sentence which is independent clause? A : Teacher give some feedback.

Q : Where is the sentence which is dependent clause? A : I feel confuse.

Interviewee 19 : Student number 57 / VII A Q : What is independent clause?

A : Independent clause is a complete clause. It has a subject and verb Q : What is dependent clause?

A : Dependent clause is the sentence that should put subordinate “FUNBOYS”. Q : How many types of dependent clause?

A : I forget.

Q : What cause that make you did error in your essay writing?

A : Perhaps, I forget with the clauses and also I do not concentrate because I have to do another assignment.

Q : Do you comprehend with the material of independent clause and dependent clause?

A : I comprehend enough with the material of independent clause and dependent clause.

Q : How is about the lecturer explanation? A : The lecturer explanation was clear.

*showing her sentence that her sentence is error (dangling/different subject)

Q : Here is your writing, according to you; is this sentence correct or incorrect? The sentence : Giving homework is helpful for some students because students

will study more about that subject in their home and increase their understanding.

A : I think is incorrect. It should be “student will helpful by giving the homework because it will increase their understanding”.