The Steps of Conducting Error Analysis

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2 Addition

Addition usually appears in the form of adding wrong item in a well- formed sentence. This class occurs in the later stages of L2 acquisition. Addition has its sub-class, which are double markings, regularization and simple addition. Double markings occur when two items appear in one sentence to mark the same feature. Besides, regularization occurs when the learner use regular form for irregular class. Simple addition is for all addition errors where no particular feature can identify.

3 Misformation

Misformation is the evidence when a wrong form of the morpheme or structure exists in sentence. It is divided into three types of misformation. They are regularization errors, archi-forms and alternating forms. Regularization error is separated into two parts: 1 overregularization errors occur because of using regular rule rather than irregular form in all items, and 2 regularization errors in the comprehension of grammar occur because of using wrong diction and part of phrase i.e. preposition in phrasal verbs. It might produce a different meaning on its sentence. Besides, archi-forms and alternating forms almost appear as the same sub-classes because archi-forms ofte n show up the learner language‟s alternating forms.

4 Misordering

Misordering appears when there is an incorrect placement of a morpheme, phrase, clause, or sentence in an utterance. Occasionally, it occurs systematically between learners‟ L1 and L2. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 20

c. Language Features Presented in Narrative Composition

Regarding Corder‟s suggestion about the categorization of linguistic operation 1981, the researcher wants to depict the language features presented in narrative composition. Each learning material has its own characteristic of language features Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 64 Tahun 2013 . The usage of narrative language features are also emphasised in standard competence and basic competence, where it should be used accurately, fluently, and in the context of daily lives when performed narrative text Silabus SMA XI, 2006. Furthermore, what language features should be included in each text are identified by teachers as syllabus. In narrative text, some language features are indicated, they are the use of past tense, direct- indirect speech, pronouns, noun phrases, action verbs, time connectives and conjunctions, adverbs and adverbial phrases Sudarwati Grace, 2006. In the context of Error Analysis, a number of books have been published to help the researcher identify the errors and reconstruct the samples. There are grammar handbooks which are suggested to run the analysis, as for example Quirk, Greenbaum, Leech, and Svartvik‟s well-known A Grammar of Contemporary English 1972, Azar‟s Understanding and Using English Grammar, third edition 2002, Lindstromberg‟s English Prepositions Explained, revised edition 1947, Murphy‟s English Grammar in Use: a Self-Study Reference and Practice Book for Intermediate Students 2001, and Triprihatmini and Anandari‟s Common Mistakes in Speaking and Writing 2015. Besides, bilingual and monolingual dictionary are also possible to be reference books. 21 Those books will benefit the researcher to be references to analysis language features in learner language samples.

B. Theoretical Framework

Each senior high school student in batch 2015 has learned English as a foreign language since they were in the elementary school. It is proven that curriculum 2006 KTSP in which English is a compulsory subject for elementary obtained when they entered elementa ry school. However, today‟s curriculum K- 13 does not give much revision on English learning material, especially for second grade of senior high school Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22 Tahun 2006; Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 64 Tahun 2013 . Narrative is still one of the learning materials and relevant to conducting this research. Following the learning material, it leads to four performances, especially writing. A teacher also does assessments in order to get an access to their language achievement Purpura, 2004. In assessing writing, one of its focuses is language features which obviously discover students‟ proficiency Weigle, 2002. Defining their language through their writing products involves SLA as the main field of this research and error analysis as one of the methodologies. The data collected should be adjusted to SLA terms, hence clinical elicited sample is chosen to this research Ellis Barkhuizen, 2005. The data were collected as student s‟ final assessment for narrative. The students did not know that they were the research subjects. They tried to accomplish the task by attaining the social function of narrative but without ignoring the language feature usage. 22 Further, Error Analysis provides some steps to discover the studen ts‟ accuracy. It will show the students‟ gaps and process of producing the target language as well. Throughout Error Analysis, there are some systems offered. One of them is Surface Strategy Taxo nomy. It classifies the students‟ errors into surface-structure categorization: omission, addition, misformation, and misordering Dulay, Burt, Krashen, 1982. Since the researcher conducted Error Analysis based on Surface Strategy Taxonomy, the research refers to assessing writing skill with weak sense. Weak sense is considered on language