grammatical structure but they did not know the overall of grammatical structure and also they were not skillfull in applying the concept of
independent clause and dependent clause , as example “students, actually in
elementary school are loved
to play”
5
, in this case the students used two tense markers at the same time in one sentence since they have not mastered the
language yet. Other
example is “Because, they can ask to their friend or family if
they feel shy in class”
6
. In this case, the student used two subordinating conjunctions in a sentence; there is no independent clause in that sentence. The
punctuation also is incorrect; the punctuation comma should be put between independent clause and dependent clause.
C. Data Interpretation
The writer has analyzed the data from data description and data analysis; the last is data interpretation that will be the conclusion of all the data. Based on the
result of observation, test, and interview that the writer had been done at seventh semester of Department of English Education of Faculty Tarbiyah and Teachers
Training of Syarif Hidayatullah State Islamic University Jakarta, the writer can interpret the data that the students made errors. Much of them were lack of
grammatical understanding and lack of independent clause and dependent clause understanding. It can be seen in the area of grammatical error that students done; the
highest number of error lies on verb form misuse of verb, omission of verb, and addition of verb. Those errors derived from surface category that consist of
omission, addition, misformation, and misordering, and the writer added two types of errors such as dangling and double clause connectors which is this types was out of
the surface category. The result showed that the highest number of errors lies on misformation, omission, and addition.
In misformation errors, the total number of errors was 168 or 42.21. The kinds of error were misuse of verb, preposition, capital letter, noun, to be, adjective,
word, relative pronoun, pronoun, article, possessive pronoun, auxiliary verb, punctuation, subject, apostrophe, adverb, subordinator conjunction, object, prefix,
5
The example was taken by student number 35.
6
The example was taken by student number 57.
infinitive to, and the last misuse of determiner. Misuse of verb was the highest number of errors with total number 43 or 10.80.
For omission errors, the total number of errors was 141 or 35.42. The kinds of error were omission of verb, noun, to be, punctuation, article, subject, infinitive to,
apostrophe, preposition, correlative conjunction, auxiliary verb, relative pronoun, adverb, word, and omission of object. The highest number of errors in this type was
omission of verb with total number 33 or 8.28. The third highest number of error was addition errors with the total number
was 67 or 16.83. The kinds of error were addition of verb, to be, noun, article, infinitive to, preposition, relative pronoun, punctuation, and addition of word. The
highest number of error was addition of verb with total number 19 or 4.77. The last type of errors was dangling with total number 12 or 3.02. In this
type of errors, much of students used different subject between the first clause and the second clause. Next is misordering or word order with total number 9 or 2.26.
For this type of errors, most of students erroneous word in subject, verb, noun, and also adverb. Finally used double clause connectors with total number 1 or 0.25. In
this type of errors, some students used double clause connectors in a sentence. All clauses consists of dependent clause without independent clause in it.
Based on the result of interview, the writer could know the causes students did error. The interview result showed that all of these errors caused by intralingual
transfer. Intralingual transfer means that students knew the background knowledge of grammatical structure but they did not know the overall of grammatical structure. In
other word, intralingual errors occur as a result of students‟ attempt to build up concepts and hypotheses about target language from their limited experience.
7
This is because some students have mentioned it in the interview process, such as students
number 9 said “Perhaps, I do an error in grammatical, because I don‟t understand enough in grammar.” This students also couldn‟t correct the sentence which is
incorrect. Next is student number 8 said “I don‟t understand enough in grammar and
also I do it without preparation.” Other students is student number 10 said “Many
7
Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Mersin University Faculty of Education, Vol. 1, Issue 2, December 2005, p. 266.
causes that make me do error, first one is I cannot comprehend the topic, I feel lack of vocabulary knowledge and grammatical.” Furthermore, student number 56 said
that “I didn‟t focus when I did it, because I need a good mood when I wrote. I feel
also lack in grammatical.” There are also student number 26 said that “I felt surprised
when you asked me to do the test, I forget with the material of independent clause and dependent clause, but I try to recall
it again.” The last students said that “I feel lack of grammatical, and also I do not concentrate to do it.” student number 81.
Those are some students who said that they feel lack of grammatical knowledge, lack of vocabulary knowledge, and lack of independent clause and dependent clause
knowledge. To sum up, they understood the 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.
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CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Based on the description of data, the analysis of data, and the interpretation of data in the previous chapter, the writer would like to make a conclusion. 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. Furthermore, the formulation of problem for this study consists of two questions:
what kind of error which commonly happened on students‟ writing and what causes students make an error.
The writer uses three instruments in her study: observation, test, and interview. The writer uses written test on her study. The test is divided into two parts:
part A and part B. On the part A of the test, students were asked to identify independent clause, dependent clause, and the types of dependent clause, while on
the part B of the test, students were asked to write an argumentative essay. In this research the writer used a mixed method design as a method of her
study and chose the exploratory sequential design mentioned by John W. Creswell as her research design. Therefore, the writer analyzed the data qualitatively and
quantitatively. Qualitative data is used to observe and to interview the participants in order to know the types of errors and the causes of errors in
students‟ ability in identifying and writing independent clause and dependent clause in an argumentative
essay; while, quantitative data is used to calculate the frequency of errors and the total number of errors obtained from the test.
Based on the analysis and data interpretation from the previous chapter, the writer would like to conclude the result of Error Analysis
on Students‟ Ability in Identifying and Writing Independent Clause and Dependent Clause in an
Argumentative Essay which has been done at the seventh semester of Department of English Education of Faculty Tarbiyah and Teachers
‟ Training of Syarif Hidayatullah State Islamic University Jakarta as follows:
